Autonomy supportive warm-up

From the beginning of the workshop, encourage your students to be task-oriented rather than ego-oriented. This will facilitate their creative movement research and collaborative choreographic work later on. In fact, Nicholls’s (1989) achievement goal theory states that a high task-orientation is associated with the use of an undifferentiated conception of ability, where effort is seen to equal ability. Individuals who adopt the undifferentiated concept of ability focus on the mastery of the task, the learning of skills, exerting effort and self-improvement.

An autonomy supportive warm-up lets your students “have a voice” and encourages them to listen to the sensations coming from inside their body and not just the expectations of a third party. It also leads students to follow their own ideas without fear that they may be judged as good or bad. This state of mind and listening to the body is absolutely necessary for successful creative movement research work.

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Raising pulse

by listening to the sensations coming from inside the body

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Mobilising joints

by following own ideas

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Muscle lengthening

while remaining task-oriented

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Workshop-specific needs

generating the curiosity required for creative movement research

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Download here your plan of the workshop in pdf format for use in the dance studio

References

  • Nicholls J.G. (1989) The competitive ethos and democratic education. (Harvard University Press).

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