Shapeshifting collaborative paradigms across borders, within tertiary choreographic education
Students enter tertiary dance training with diverse choreographic experiences, aspirations and assumptions. In choreography courses, a focus is often on developing the creative skills relevant to making dances. However, dance making and learning tends to be a social activity, requiring students to develop and engage with interpersonal skills. Based on my personal pedagogical encounters in higher education in Aotearoa, New Zealand, this case narrative explores the opportunities that exist within choreographic education to alert students to their own agency within the collaborative moment, to create new ways of working together across difference. This learning may shift, challenge and affirm collaborative relationships within diverse twenty-first-century arts careers.