Thread: Progressing through levels

It's been a while since we talked about this. How do the students at your studio progress through levels? Do they move up after a certain length of time? So they have to audition/test? What are the positives/negatives of your method?

Right now my students self-promote after doing three sessions at each level. For the most part, they self-select well and will sometimes spend extra time at a level before moving up. But occasionally I have a student move into a level she isn't really ready for, and I hate watching them struggle.

I think I'm going to make up a formal sort of checklist (thanks Mahsati Janan for sharing your wonderful model with me ages ago) outlining what skills I expect students to have when they enter each level. I think I'll still let the students self-evaluate, but reserve the right to stop a student from moving up if I don't feel she's ready. With the list, at least I'll be able to point to specific goals the student needs to achieve before moving up (like 'can shimmy shoulders without moving arms or hips') and offer to help them in privates or in technique class.

Thoughts? Just want to share ideas/frustrations on this topic in general? It's been a tough one for me as a teacher!

Can I be in your class? ..g.:


Looking at it from a student perspcetive, I think having guidelines as to what techniques to know is great. Personally, I like to know what is expected and only like to move to the next level when the teacher thinks I am ready.
(I also like the checklist idea This takes you out of it and puts the responsibility on the student in case you get someone who thinks the teacher plays favorites or something) I will be starting up this fall and from what I gather, there is no set "list" of things to master before moving on. I could be wrong since I haven't taken with this instructor in regular classes, but just thought I'd give my .02.

Please always remember when doing checklist that there are some students who positively need to be challenged, so consider either allowing a certain amount of flexibility (probably for students who have acheived most of list) or how to increase challenges for students who are not quite ready.

I would love to see other teachers' checklists. In my classes, (in general) there's no self-selection, and no number of class sessions a student should take before she can be "promoted" to the next level. It's all skills-based.

I have some very basic criteria for moving from beginner to advanced beginner -- being able to shimmy without moving the upper body, and being able to do a recognizable figure 8 -- but at the other levels, I just let the students know when they're ready to move. That's my old intuitive nature again... I can see when they're ready but haven't broken it down into a list. I also have some students who are very comfortable at their level, and who like the ladies in the class, and don't want to move -- that's fine with me. And I have a student or two who self-selected into the advanced class a long time ago and really aren't good enough to be there. They do what they can, and don't hold the class back, so it's not really a problem for me.

I find that the "promotion" from intermediate to advanced is the hardest, and doesn't happen often. I did just select two intermediates to be junior troupe members, so perhaps they will eventually make it to the advanced level classes, but they're not ready yet. (And of course, there's the challenge of having advanced classes that are already pretty big; how will I fit more students in??)

I should add that most of my classes are choreography-based and I don't repeat material, so at each level, there's always more to learn. A student can be in the intermediate class for years and still be learning and improving skills.

Hope this pre-coffee rambling makes sense! .w.:

Latifa

Originally Posted by bintbeled

I find that the "promotion" from intermediate to advanced is the hardest, and doesn't happen often.

Yes! My classes are also choreography based, my lower levels rotate through material so no one is repeating, but at my most advanced level I'm constantly giving them new material. So the advanced students just keep getting more advanced, and over time the leap to that level gets greater and greater! I finally had to add another layer in between...

(And of course, there's the challenge of having advanced classes that are already pretty big; how will I fit more students in??)

I just got some good advice on this topic on another thread, if you're interested http://www.bhuz.com/forum/belly-danc...s-dilemma.html

Thanks for reminding me -- I've been meaning to read through that thread.

Originally Posted by Lauren_

I think I'm going to make up a formal sort of checklist (thanks Mahsati Janan for sharing your wonderful model with me ages ago) outlining what skills I expect students to have when they enter each level.

I'm glad it was useful for you! I always think it can be easier to design something like that if you have some examples of how other people have gone about it.

In answer to your topic - I currently allow students to self-select into the regular classes with optional evaluations every few months or when requested. The only exception to this is the student troupe/performance classes where students are required to demonstrate their readiness either through the evaluation process or an audition. It seems to work pretty well so far :)

Originally Posted by bintbeled

I find that the "promotion" from intermediate to advanced is the hardest, and doesn't happen often.

This is my experience, too. I define the 'jump' from intermediate to advanced as not just a movement/skills based one, but an emotional leap and transition. In an advanced class students are put on the spot more, and whether they realize it or not they are at the stage where they are becoming responsible to put who they are into their dance. It can be scary, in the sense that is can make a person feel vulnerable. There has to be a lot of trust in the class.

It is also amazing and fun, of course. :)

My advanced class is by permission only. Students can 'promote' through other levels by their request and by my invitation (or push, in a few cases!). I have several students who like the class they are in, and continue to feel challenged and happy in a beginner or intermediate level. And that is just fine with me, too.

Right now my tribal classes have three levels. I require everyone take level one for two 7-week sessions before moving up to level 2. They can self-promote to level two, but I warn them that they really need to know the material (basic tribal vocabulary) before going to level 2 because that's when we start the improv. If you don't have a good handle on the basics, you'll never be able to improv with them. Usually, students take between 3 and 4 rounds of level 1 before moving themselves up.

The level 2 to 3 jump is done by invitation and audition(ish) after at least four sessions at level 2. To enter level 3, I have them perform a group improv with level 3 students and look at their technique, improv lead and follow skills, use of combinations, cueing and transitions, and "flow." I only audition those who want to move up. It's not grueling and I usually know the answer, but since my level 3 gets performance opportunities, I want to make sure they can perform under a bit of pressure.

My student troupe is by selection only and is composed of ladies who have been with me in level 3 for some time.