At Curriculum Dance Teachers, our journey began in a small dance studio where a group of passionate educators gathered every week to brainstorm ways to make their lessons more impactful. We loved teaching dance, but we often found ourselves searching for a curriculum that went beyond the basics—a curriculum that truly resonated with our students, nurtured their creativity, and helped them grow not just as dancers, but as individuals.
We tried countless resources, spent late nights crafting lesson plans from scratch, and shared ideas with each other, but something was always missing. We realized that what we needed didn’t exist yet, so we decided to create it ourselves.
“We believe that every dance class should be a place where students can explore, express, and excel.”
Fueled by our collective experience and deep love for the art of dance, we set out to develop a curriculum that would meet the needs of both educators and students. We wanted something that was practical for teachers to implement, engaging for students to participate in, and flexible enough to adapt to different teaching styles and environments.
Over time, what started as a small project among friends grew into Curriculum Dance Teachers. Today, we are proud to offer a wide range of resources that have been carefully crafted by educators who understand the unique challenges of teaching dance. Each lesson plan, activity, and guide we create is rooted in our commitment to excellence in dance education and our belief that every student deserves a chance to thrive.
“Great teaching starts with great resources. Our curriculum is designed to empower educators to inspire the next generation of dancers.”
We invite you to join us on this journey. Whether you’re just starting out or are an experienced dance educator, Curriculum Dance Teachers is here to support you with the tools, guidance, and community you need to make a lasting impact in your classroom.
Because at the end of the day, we’re not just teaching dance—we’re shaping the future, one step at a time.
