PLACING TEACHERS CENTRE STAGE
WHAT personality traits are needed to become a great dancer teacher?
Reading this year’s Teachers’ Spotlight interviews, generosity is one that’s a common thread. While the teachers profiled come from a wide variety of schools and contexts, they all feel that desire to hand on what they’ve learned, that drive to facilitate the development of the next generation of dancers. As David Mack (Pevnev Ballet Academy) puts it, “Seeing a dancer understand a concept you’ve been sharing and putting it into practice is hugely satisfying both for them and for me.”
Another sentiment that is echoed throughout this year’s Teachers’ Spotlight is a love of dance. In the words of WAAPA’s Michael Whaites, “Dancing is magic!”
Find out how our teachers share that magic and inspire their students in the pages of this year’s Teachers’ Spotlight.
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Terry Simpson
Principal, Terry Simpson Studios, SA
TERRY SIMPSON trained in in Johannesburg with Poppy Frames, completing her Advanced RAD examinations. She then travelled to the UK to complete a three-year teaching diploma with the Royal Academy of Dance. It was from here that she got her first job, in Australia.
Describe your pathway to becoming a teacher.
My own teacher was a great mentor and a wonderful role model. She instilled me with the passion for dance and teaching. This led to me going to the RAD in London where I met many great teachers and mentors. I came to Australia through one of my London teachers – Australian Tina Stuart. She recommended me for a job with the South Australian Ballet Company.
What do you enjoy most about teaching?
I love to teach and see children and students grow as their passion for dance grows. I have not wavered as this passion has given me the lucky opportunities to touch so many special young
