ABSTRACT
The most familiar form of evaluation in Western theatrical dance is aesthetic judgement, which considers dance performances as objects of art. This is how dance critics usually approach dance. Unfortunately, this approach is not uncommon in choreographic pedagogy either. However, there is more to evaluation than this. It also plays an integral part in learning: it can help a student develop skills in choreography as well as develop an aesthetic understanding of dance as art. I consider evaluation to be something that can nurture or stifle a creative process. Evaluation involves many questions concerning the teacher’s authority, expertise and power, but also the student’s ability, choices and independence.
