Defne: In a dialogue with K3 you are creating a frame for teachers to present their workshop/class descriptions. What was the need behind this framing? How did K3 define their problem/need around these descriptive writings? 

Kerstin: I am the curator for k3 training program. Feedback from the participants was increasing lately that they did not feel they could read from the class descriptions what was really going to happen in the classes. Other dance organizations seem to experience similar issues. Our particants wanted more concrete information: am i going to learn a phrase? how sweaty will it be? etc..

Defne: What were your solutions/suggestions as answers to the participants feedback?

Kerstin: starting with the new season we ask each teacher to review his/her class description according to some questions we ask them. By asking them to answer specific questions in their description we are hoping to extract information that is relevant, precise and useful for our participants.

We also will add some information stressing the context of the class – in our case it needs to be really a training for advanced dancers. We are inclusive of what training means: technical training, training of presence and performance, improvisational skills - and creation skills in the frame of a training, not as a creative workshop.

Defne: What do you think this framing will bring to the presentations? And therefore the exchange around them?

Kerstin: We hope to become more tangible in what to expect when you, as a participant, come to class. As a side effect. I would expect that teachers become more aware about what they do, their strengths, uniqueness... In my own experience, that awareness will contribute to the quality of the class.

Defne: Any other notes you wish to add?

Kerstin: I find it interesting that there is the tendency to describe the same aspects of a class - the "unifiyng" aspects rather than the "differentiating" aspects. I wonder why that is? Has it to do with our own learning of dance? 

These are some of the questions we asked our teachers to clarify in their class descriptions:

Can you name the main components of your class, also in comparison to colleagues, who teach similarly? This can be on any level, material, method, technique – anything that determines the flavor of your class (i.e. working with: spirals, improvisation, fascia, placement, group improvisation, experiential anatomy, floor work, sweating, presence, specific use of music...or anything else) The things that give your teaching a special flavor: If they are missing, it would be not your class...

 - What is the main goal of your training / conclusion you want your participants to reach?

 - Does your class include set movement, or not?

- What expectations do you have of the participants in your class?