Participants:
Greta Granderath
Defne Erdur
Eszter Gál
Toranika Washington
Mzamo Nondwana
Kerstin Kussmaul

A brainstormed collection of questions, statements, interests 

Not always having the "words" to explain/describe my work. Need options to communicate my intentions.
DARE
that dance is not (always) form
INTUITIVE BODY
What do I actually teach?
Which examples/exercises can make a difference in the every day life? (had this experience with Feldenkrais Method)
Somatic based contemporary class question: List, explain, define or describe the most important elements to teach/introduce to ages 14-18 in the first month of classes. Classes are only 45 min long.
Is performance a technique? How to emphasise performance in a class?
What is your regular practice? How do you sustain it?

Relation between 

                                           language & voice---------------> dance techniques, styles

                               music in training                          /                             personal habits
                                                                                      /
                                                                              your  training history

How would it sound to teach dance in a made-up/fake language?

Could there be any benefits incorporating social media into your teaching?

What constitutes a dance methodology?

BEGINNERS' MIND (?) -> teachers / learners / both

Use of Music - recorded /live (choice making, application)

How to TEACH autonomy?

What are the "basics" a 1st year student (dancer/actor) in an institution needs to learn / experience?

How to keep on teaching in an aging body?

Long term / regular versus short term / workshop teaching - learning (?)

How to balance learning, digesting and sharing? - as a teacher

How can a technique not letting get into the way of dancing?

How can you not be somatic?

How do you make your students interested in anatomy? (teens and/or young adults)

How to build trust as a male teacher, teaching ordinary school children?

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After the collection has been made we decided to teach a class either in our own language that  noone else spoke, or in a "made up" language or without words.

• Each of us lead a short session, when all were done we reflected on the experience.
• Discussed the way we rely on language and its connection to demonstration and how the teacher embodying the "meaning" . 

We closed with sharing information about the upcoming Symposium.