ABSTRACT
In this study, the role of the teacher as a choreographer of the educational experience is explored in relation to how they make the curriculum come alive in the performative space of the classroom. Using an arts-based approach, I applied concepts and tools from the study of dance to analyse the embodied dimension of teaching. I examine how two university professors vary the pacing, energy, and focus of the class to communicate concepts and ideas to the students, as well interweave multiple streams of information through their embodied communication and the narrative structure of the class.
