Download these fun-themed movement cards for FREE! You can laminate to make them last for years to come. These are great to include in your obstacle courses, lay them around the room for open exploration (great for grown-up/tot classes), or send them to your dance families so they can continue the dance fun at home!

​For older dancers, make it a fun choreography game! Divide your class into small groups. Have dancers randomly draw cards and place in an order. Dancers work together to create a short choreographic phrase they can share with the class.

I’ve put together some of my favorite winter action dances here. These are great for ages 2-6.
 If you approach your classes conceptually, here is a list of the songs and the concepts they explore. There are also some freeze dances on the playlist you can include in your winter lessons. 
 
North Pole Party Freeze Dance- PLACE
Walk and Freeze- PLACE, ENERGY
Shake Them Santa Claus Bones- BODY PARTS
The Christmas Action Song-PLACE
The Winter Hokey Pokey- BODY PARTS, RELATIONSHIPS
Jingle Bell Opposites-DIRECTIONS, LEVEL, SPEED
Reindeer Pokey- BODY PARTS, RELATIONSHIPS
Snowflakes, Snowflakes- LEVEL, DIRECTIONS
Did You Ever See a Penguin?- DIRECTIONS, PATHWAYS
Ring Those Bells- PLACE
Jingle Jingle Little Bell-SPEED, LEVEL
Moving Story-PLACE, LEVEL
Frosty- SPEED
The Reindeer Dance-DIRECTIONS
Santa Shuffle-DIRECTIONS, LEVEL
Xmas Hop- DIRECTIONS, BODY PARTS
Swirl and Twirl: Step #1 of The Snowflake Dance- PLACE
Swirl, Twirl, Melt and Pop Up: Step #2 of The Snowflake Dance- PLACE, ENERGY

Happy winter exploring!
​Andrea Trench

Warm up the body and the brain with this spooky BrainDance (video below). For more information on the BrainDance, check out episode 5 of the DiscoverDance podcast. Listen here on Apple. Listen here on Spotify.

When little ones see a big open space, their natural reaction is to run. Just like my natural reaction to an empty hallway is to tombé pas de bourrée glissade saut de chat. Who’s with me?? 

As an early childhood teacher, you need to be prepared for runners. It’s a natural part of their development. We obviously do not want our students to run, but it’s the responsibility of the teacher to teach their students that we do not run in the dance studio.

​Here are seven tips when you have a little one who would rather run laps than plié or sauté.

1. Review the rule often. 
Be sure to actually tell the students (and the parents) that we walk and dance in the studio, not run.
If needed throughout the year, go over the rules in the lobby with both parents and students before beginning class.

2. Keep them busy. 
With a jam-packed lesson plan that is developmentally appropriate and fun they won’t want to do anything but what you have planned for the day. So, plan wisely! Give jobs to the runners so they can stay busy during transitions. “Everyone, give your scarves to Ryan. Ryan, put the scarves in the bin, please.”

3. Say what you want to see. 
When you are vocal with what you see or want to see, magic happens. A simple “I see jumping and leaping and spinning” will cue little ones to do those movements.

4. Praise the rule followers. 
Kids LOVE attention. When you give all your attention to the negative behaviors in the class, you are sending the message that negative behavior will get your attention. Ignore the negative (as long as safety is not an issue) and praise the positive behaviors in the class. “I love how Molly is skipping and James is jumping!” Or, “(Gasp) Julia! I love how you are standing in first position. You are looking good!!” Often times this does the trick and your runners will start skipping like Molly, jumping like James, or standing like Julia. Be sure to praise them IMMEDIATELY and EVERY time you see them following the rules. 

5. Give them choices. 
Running is not an option. So, give them two choices that are options. “Isabel, would you like to skip or leap?” Or, "Would you like to stand on the yellow spot or the red spot?" 

6. Use your catch and reel tools. 
Check out this video to learn more about our catch and reel tools and give them a try!

Let’s be real… “can I go potty?” is more contagious than a yawn! As early childhood teachers, we also know that this can derail our classroom flow and throw off our lesson. 

According to EducationWorld.com, “the term classroom management refers to the procedures, strategies, and instructional techniques teachers use to manage student behavior and learning activities… Ineffective classroom management often creates chaos.” For this reason, potty trains fall along the lines of classroom management in my book. 

Bottom line, kids will have to go to the restroom during class. It happens in every class, in every studio, in every country all around the world. They are children. You should not tell a child they cannot go to the restroom, unless you enjoy cleaning up accidents. So, what strategies can we put in place to (hopefully) avoid the chaos that is, “the potty train”?

Here are 5 strategies I use in my early childhood classes: 

1. Create developmentally appropriate lesson plans. Are you really surprised this is my first tip? :) In all seriousness, if you are teaching at the child’s level, reaching multiple learning styles, and creating a fun experience for your little ones, THEY WON’T WANT TO LEAVE. In fact, you will have to have your “potty dance” radar on and send kids to the bathroom against their will. If your lesson is too challenging or not challenging enough, their little brains will drift and start to wonder “how can I get out of this situation?” Hence, having to go potty. 

2. Review your Potty Policy.  Short and simple...

• Dancers must go to the restroom before class begins.
• Parents MUST remain in the lobby during the duration of their child’s class in case they have to go to the restroom. Teachers and staff will not assist your child to the restroom.

If I notice a dancer who is leaving class often to go to the restroom, I will catch them to make sure they go before entering the studio. I will also make sure their grown-up hears me and takes them. “Madeline, I need you to go to the restroom before coming in to dance so you don’t miss out on any of the fun today. Go quickly!” ​​

3. Use the ONE at a time rule. I only allow one dancer to go to the restroom at a time. This allows me to distract any dancers who have also said they need to go to the restroom while they wait for their friend to return. IF they truly need to go, they will remember. IF they really don’t need to go, they will forget.

​4. Remember, potty break = attention. Last summer, I was doing administrative work during a camp for our little ones. I kept noticing our teen assistants walking through the lobby guiding a little one to the restroom. They would wait outside the door, ask if the dancer was ok, then guide them back to the studio. This happened over and over and over again. FACT---> little ones are A LOT smarter than we think. These kids knew if they asked to go to the restroom, they would get all the attention of one of our awesome big kids. Therefore, what did EVERY SINGLE DANCER ask to do??? You guessed it. Whether it’s camp or a regular class, I give very little attention to my dancers who have to go to the restroom. I never stop my lesson to walk a child out to the lobby, they are responsible for shutting the studio door on their own, and I do not make a big deal when they return. My attention stays on the students in the studio and the lesson for the day. 

5. Look for distractions. This is a bit random, but it is a true story so I thought I would share. I had a little one who would go to the restroom in the middle of class every single week. I pulled out all my strategies and nothing was working. Finally, the mom approached me to tell me that her daughter really didn’t need to go to the potty, she just liked the purple rug in our restroom. Guess what I removed that day?? Bottom line, don’t make your restroom fun. ;)😂

Bonus Tips:

• Accidents will happen so it’s important to be prepared. Have a clean-up kit with gloves, paper towels, and disinfectant handy. If you have an assistant, make sure they are prepared to keep the class going while you clean. If you don’t have an assistant, have some dance books, costume catalogs, or musical instruments ready so the dancers can stay busy while you clean up. Remain happy and positive.

• If you are only accepting “potty trained” children, you are missing out on a HUGE client population. Kids who wear diapers/pull-ups don’t usually have to use the restroom during class. They also don’t have accidents to clean up. The chances of them soiling their diaper in the short 30-45 minute class time is slim. If they do soil, their parents are either in the class with them or right outside the door. I’ll take a pull up over a potty clean up ANY DAY! 

What strategies and tips do you use to avoid the potty train? I’d love to hear them!

The number one reason you should be performing in your recital is to SET THE EXAMPLE. We can talk the talk all we want, but if we want our students to encompass all that is necessary to become a successful dancer, performer, entertainer, artist, and HUMAN BEING, we must show them.

When we perform, we show our students…

• The power of a strong technical foundation. Showing your students that a strong technical foundation can lead to decades of performing is a great example of why they should take their technical training seriously. Even though we pros don’t get to take class as often (if at all) anymore, we can still work that turn out. Maybe our leg doesn’t get as high as it used to, but a strong foundation will still shine through. The ONLY reason we can still dance well into our 40s, 50s, and beyond, is because we have a solid foundation. ​They think “Wow, Miss Sally has a really pretty arabesque. I’m going to work harder in class so I can be like Miss Sally when I grow up.”

​

• That mistakes happen. Yep… even to the pros. When mistakes happen on stage, we show our dancers how to get up and keep moving. We don’t miss a beat and we keep on smiling! They think “Wow, Miss Sally messed up and she just kept going. I can do that too!”

​

• What performance quality really means. Even if you’re not a strong technical dancer, you can still shine on stage. Your students will take notice of how you connect with the audience, the emotion and story you portray, how you always look up and project out, and how the energy flows through every fiber inside of you and radiates the space around you. ​They think “Wow, I like watching Miss Sally dance. I want to perform like her.”

​

• Proper rehearsal etiquette. Showing up on time, being prepared with costumes and make-up/hair supplies, staying quiet while the technical team works on lighting cues, spacing through the dance on your own or with each other, working quietly through the choreography in your head, being ready when needed, etc… shows your students how professionals behave during the rehearsal process. They think “Wow, even Miss Sally is quiet on stage, I should be quiet too.”

• How a team works. When the pros are working together, students observe how you speak to one another, help each other with choreography, and give and accept feedback. These are crucial attributes for successful communication in life. They think, “Wow, Miss Jane told Miss Sally that she was doing her arms wrong and Miss Sally didn’t get mad at her. She thanked her!”

Tips for Success. 
Time is probably the biggest factor keeping many teachers out of the spotlight. We are busy humans! This is why I recommend performing choreography that has already been created. We choose dances from past recitals. As you can imagine, our students get super excited to see our interpretation of their old dances. We use recital videos to learn the choreography on our own, then come together for 2-3 hours to rehearse. Remember, we are professionals performing choreography intended for our students… it’s less stressful for us but really special for the kids who were in the dance and those who remember the dance from previous years. Parents love it too!

To build suspense and add an extra touch of fun, we let the students vote on the style we will perform. We create a ballot of four different styles. The dancers choose the style they want to see us perform and add a dance request (if they have one). They don’t know which style won UNTIL the rehearsal. It is a fun surprise!

If your time is really limited, consider coming out for a few 8-counts during the finale or curtain call. Again, it doesn’t have to be anything elaborate. 

Lastly, parents and students WANT to see you on stage. If you were lucky enough to see your teachers perform, you know the magic it creates inside a little dancer’s heart.  I specifically remember watching my “Miss Sally” perform when I was little. It is one of the reasons I got into this biz. I thought, “I want to be just like her!” Fast forward and here I am planting those same seeds in my dancers’ dreams. How cool is that!?!?
​
So, let’s hear it… Do you perform in your own show? I’d love to hear your thoughts in the comments below. 
​

Buy AlphaBeat HERE!
Happy Exploring!
Andrea Trench

Whether you incorporate the BrainDance in your classes already or you’re interested in starting (which I highly recommend), this is the album for you! Brain Bop is a fantastic tool, as Kate offers several BrainDance tracks with guided cues. When I first started using the BrainDance, I had a difficult time remembering the sequence of patterns. These cues help teachers stay on track. Once you are comfortable, you can use one of seven instrumental tracks as background music for your warm-up. I also love using the instrumentals in my 1st-4th grade Creative Dance and Modern classes.
 
BrainDance Tracks:

Early Childhood Warm-Up- guided seated BrainDance recommended* for ages 3 and 4.
 
Children’s Warm-Up- guided standing BrainDance recommended* for ages 4-6. Also comes as an instrumental track.
 
Guided Warm-up- guided standing BrainDance recommended* for ages 6-10. Also comes as an instrumental track titled “Aquamarina”. This BrainDance uses descriptive instructions along with anatomical terms.
 
Don’t miss these fun tracks!

Haunted House- guided BrainDance through a haunted house. I use this in my Kinder-2nd grade classes, although my 3rd and 4th graders often ask for it as well! The background music is a little spooky for the 4 and under dancers.

Brain Bop- A quick (under 3:30 minutes), upbeat guided BrainDance recommended* for ages 4-9.
 
Best Part:
Now that I am comfortable with leading the BrainDance, the instrumental tracks are really what I use on this album. “Rio Loco” is my go-to for a standing brainDance, “Montego” is perfect for obstacle courses or across the floor work, and “Floating Island” is great for the Rest and Redirect portion of my classes. They are long tracks too!
 
*All age recommendations are based on my personal teaching experience.

Read more about the BrainDance here.
Buy Brain Bop here!

​Happy Exploring!
Andrea Trench

​ 
This week I will be honoring the life and legacy of dance educator, Kate Kuper. I met Kate 13 years ago as a dance major at the University of Illinois at Urbana-Champaign. Knowing that teaching was a passion of mine, a professor highly recommended that I take Kate’s new course “Creative Dance for Children”. Soon after the course started, Kate asked if I would be her assistant for the remainder of my time at UIUC.
 
Not only did Kate teach me the most effective and developmentally appropriate way to teach children, we also did many things together outside of the classroom. We took trips to the fabric store to find the perfect material for scarves and stretchy bands. We travelled to the area public schools where I watched Kate’s classroom management skills work like magic in a gym filled with energetic students. And, every Saturday morning, we invited the community children to come take class with us where Kate taught us, hands on, how to be the best teacher we can be. Because of her knowledge and the passion she shared, it was an easy decision to follow her path and make teaching my life’s work.
 
In November of 2016 I decided to make DiscoverDance official. I nervously sent Kate a sample of my curriculum. I knew if Kate approved of my work I could move forward with confidence. She responded “It’s so great to know that your work has evolved so spectacularly. I’m proud to have been a part of that.” With those words, I plunged into this journey!
 
Two weeks later, on November 18th, 2016, I received the devastating news that Kate had passed away. I wish I could tell her that since first reaching out, I have had the opportunity to share the curriculum she so heavily inspired at a teaching training conference, and that DiscoverDance is now being taught in studios across the United States. I wish she could see the nearly 3,000 online followers receiving early childhood tips I’ve developed from the fundamental guidance she gave me. There is no doubt that if I had not walked into her class 13 years ago, DiscoverDance would not exist and for that I am forever grateful for Kate Kuper.
 
Join me this week as I post my favorite Kate Kuper music and activities. She has brought so much joy and fun to my early childhood classes. I know you will be inspired!

Happy Exploring!
​Andrea

If you teach PARENT AND TOT CLASSES, you know they can be challenging. However, they have the potential to be the most rewarding classes at your studio. YOU have the opportunity to encourage the bond between participants while, at the same time, teaching the parents about your program, how their child develops, and why the art form is so important for their child’s physical and mental health. How cool is that?!?!
​
In my early years of teaching Parent and Tot classes, I focused on the children. I wanted them to have fun and be happy in hopes that their parents would see how awesome dance was and would sign them up for future classes. However, I noticed the parents would not participate. They would rather sit and bark orders at their toddler (“Go dance!”), chat with their bestie who was also in the class, or even talk on their cell phone while the class was in session. Ummm…. Who does that?!?! I knew I needed to change my approach.

Here are some tips that surfaced once I made these changes. I hope you find them helpful in your classes too!

1. Set Clear Expectations- Don’t assume parents know the rules and etiquette of a dance class. Before every single class, go over your expectations. “Good morning, everyone! We are going to have so much fun together today. Grown-ups, make sure your cell phones are silenced, please keep chit chat between your child and other grown-ups to a minimum, and remember…if you are having fun, your child will also have fun. Let’s dance!”

2. Instruct the Parents- Forget about the kiddos! The children will participate because their grown-ups are participating. I PROMISE! If a child sees that their mom and dad are doing what I ask them to do, the child will follow. If the child sees that their mom or dad is having a blast, the child will join in on the fun. When giving directions, instruct the parents first. “Alright grown-ups, everyone on your feet” or “time to go across the floor, grown-ups, please go have a seat by the wall.” Most parents probably never grew up dancing, so they don’t know what to do. Your verbal cues will help guide them and make them more comfortable in class. It will also give them no choice but to do what you ask when you address them directly. :) 

3. Praise the Parents- I know it sounds silly, but grown-ups need to be praised for a job well done just like their child needs praise. Call them out and let them know they’re doing a great job. “I see Rebecca playing peek a boo with her little one. Let’s all play peek a boo.” Or, as you’re moving through the class tell them “that’s so creative, good job!” or a simple “great energy!”. I’ve never met a parent who didn’t appreciate the positive feedback. I mean, we are asking them to step out of their comfort zone and act like a two-year-old, let’s build their confidence so they continue that play at home!

More tips for a successful Parent/Tot class:
· Create a home base out of mats for the class to come back to between activities. By creating this visual, dancers and grown-ups know exactly where I want them to be in the room without ever giving a detailed verbal cue. 
· Create an age appropriate curriculum that focuses on early childhood physical development, rather than proper dance technique.

Happy Exploring!
Andrea

​I love the freeze dance! In the DiscoverDance program, we start every class with this activity. Over the years, I have witnessed many benefits from starting class in this manner.

Here are a few:

1. Tactile Play- Tactile play is an important part of child development, especially for the tactile learners. By using different fabrics and colorful prop options, the children get to experience tactile play during each dance class.

2. Parent Separation- If children are hesitant to leave their grown-ups and enter the classroom independently, what better way to entice them than with a colorful ribbon ring or beautiful scarf? Once I moved this activity to the beginning of class, the number of criers dropped immensely. Side note-I do believe this happened from a combination of enticing props and a fun, developmentally appropriate curriculum.

3. Kids WANT to dance!- When they enter the studio, their little brains and bodies are ready to explode from the excitement of coming to dance class. So let them DANCE! Doing the freeze dance, at the start of class, gets their listening ears ready by working off that excited energy so they are prepared to focus on the concept of the day. In addition, it serves as a creative outlet and gets the dancers comfortable with improvisation (a skill they will need as they progress in dance).

4. Late Arrivals- Nothing is more disruptive than a little one bursting through the door AFTER class has already started. Beginning with the Freeze Dance, allows a buffer between the start of class and when we are ready to learn. BONUS- I have never seen kids take their shoes and jackets off so fast than I have when they arrive late and hear the freeze dance music playing. They don’t want to miss it!
​

In the past, I used the freeze dance as a reward for good behavior or IF we had time at the end of class. However, moving it to the beginning of class has made a huge difference in their independence, confidence, and focus. Give it a try and let me know how it goes for you and your classes!