Learning and Teaching Video Dance

This paper examines the pedagogy of Videodance (Screendance) within undergraduate and postgraduate Contemporary Dance programmes in UK higher education. Drawing on years of teaching experience and a range of pedagogical literature, it argues that effective Videodance education requires more than technical proficiency with camera and editing tools: it demands a fundamental shift in how students conceive of choreography, learning to envision movement through the logic of the camera and the rhythms of montage.