Power of the Pillow: Three Models to Support Student Creativity

Abstract

Many dance educators recognize the value of creativity and the benefits of self-expression through movement. However, approaches to creative-based work in the independent sector are often focused on the product for performance, rather than teaching the tools of composition as an explicit part of the curriculum. Students express interest in exploring and performing their own work without the requisite skills to generate material and despite having backgrounds steeped in “technical” training. This article provides three separate models for guiding student creativity: composition, capstone, and pillow concerts. We discuss what has informed our personal pedagogy, detail steps and relevant applications, and assert that finding ways for students to safely explore ideas and bravely express themselves in the world remains a critical role for dance education. Readers are invited to consider ways to adapt these models in support of their own teaching practices, students, and class offerings.

Disclosure statement

No potential conflict of interest was reported by the author(s).