Dance practices in remote teaching context

The SARS-CoV-2 pandemic meant that teaching had to take place remotely. Teaching dance practices - a face-to-face activity par excellence - in conditions of educational, pedagogical, and artistic success, was very challenging and even innovative. The main theme of this article is to disseminate and reflect, within the university educational context, on the lived experience of dance practice teaching, with a more technical or more expressive focus, confined to the virtual model - Zoom videoconference platform -, or without physical contact in the presential model. Methodologically, we use a descriptive reflection of the lived experience and an analysis of documents specific to dance teaching in confinement conditions. We highlight the main conclusions based on the constraints and opportunities identified: I) commitment of the individual privacy, practice conditions, attention time, motivation, and task fulfillment; II) lower effectiveness in student performance observation, followed by feedbacks; III) decreased cooperation among students and in the experiential group learning; IV) acquisition of competences in terms of the knowledge and application of tools and methodologies that facilitate remote learning; V) change and adjustment of contents and assessment processes according to this type of educational approach, such as audiovisual recording of movement reproduction and composition, theoretical-practical presentations in class, discussion panels, video feedbacks, and reciprocal assessment; VI) valorization of strategies (student as a teaching agent and work in simultaneous rooms) that facilitates communication and security of students' interventions and promotes participatory and collaborative learning; VII) discovery, experience, creation and development of new and reconfigured approaches (technical-artistic and expressive support materials, technological skills, academic and solidarity support); and, finally, VIII) share of artistic and pedagogical relationships between teacher and students leading to the Knowing To Be concept (self-awareness, autonomy, and personal responsibility).