Course creations
Original Courses
In-Studio
Half Day Program (2016 - 2020)
The Half Day Program (HDP) provided high-school-aged students with the opportunity to train five days a week during the afternoon hours before their regular evening classes commenced.
As the program evolved, participants specialized in classical ballet, modern dance, creation and choreography. Dancers supplemented their technique and artistry with dance-specific conditioning such as Progressing Ballet Technique and intuitive flexibility programmes. *Health Sciences was an introductory course focused on the healthy dancer, providing information on basic anatomy, nutrition, and mental health.
HDP participants were also members of the resident Performing Company, spending additional hours each week, rehearsing original solo, small group, and large group pieces for presentation at community events, regional festivals, and competitions.
HDP was important because it allowed dancers increased hours in the studio for a dedicated daily focus on their craft, opportunities to develop leadership roles within the studio, and specific skills such as giving and receiving critical feedback. It was time and space for students to focus on, and achieve, their highest level of dance potential, as recognized by elite organizations and within their community.
*The Health Sciences component is evolving into the Stress Relief & Mindfulness for Dancers online course, currently in development
The Creation Course (2009 - present)
The Creation Course approaches dance-making like a recipe with options for substitutions, allowing students to feel fully guided and supported while exploring their distinctive style.
Although leaning into choreography is not a natural tendency for all dancers, a basic understanding of composing movement phrases and developing expression is essential for those who wish to become teachers or participate in collaborative projects.
Influenced heavily by Patricia Beatty's writings (Form Without Formula), Lynne Anne Blom and L. Tarin Chaplin (The Intimate Act of Choreography), as well as my teachers and colleagues, the Creation Course explores movement generation prompts, improvisational tasks, compositional techniques, documentation, self-editing and peer review.
Open Ballet (2009 - present)
Open Ballet classes reflect both the students' current abilities and future goals using English, Italian, and Russian school influences.
Utilizing aspects of the Royal Academy of Dance, Cecchetti Method and Vagovona Ballet Academy styles, students work at the level suitable for them, from beginner ballet fundamentals to advanced variations and repertoire.
The lessons are built on progressions: the building up, adding to, and layering of concepts to increase challenge and skill. Musical selections have an appropriate connection to each exercise or the accompanist's choice.
Modern Dance (2009 - present)
Based on my Graham Technique training at York University, and from the teachers from The School of Toronto Dance Theatre, and Dancetheatre David Earle, I have created an introductory curriculum for intermediate to advanced students and beginner adults.
The physical portrayal of emotion signature to the Graham Technique can be overwhelming for participants. Although I am not a certified Graham Technique Instructor, I feel honoured and equipped to help guide dancers through this initiatory experience.
Broken down are the traditional seated, standing and across the floor exercises into concepts and drills, with careful explanation of the movement's origins and complete reverence of the technique. As the skills build on themselves, the curriculum reveals variations on the original exercises to embody and enjoy the Graham Technique essence, if not with total accuracy.
Online
The Independent Dance Teacher (2020 - present)
The Independent Dance Teacher is a 5-Lesson Mini-Course providing information for self-employed independent dance educators, such as legal terms and financial responsibilities, the importance of branding, how to use industry standards and practical methods for increasing teaching wages, and implementing professional boundaries and working standards for chosen places of employment.
Improving Your Practice (2020 - present)
This 4-Lesson Mini-Course helps teachers review their current teaching practices, encouraging a healthy, sustainable and satisfying experience for both them and their students as they continue forward in their careers.
Educators reflect on their histories and experiences with dance and dance education, identifying personal challenges and repurposing them into tools for inspiration, which helps develop their professional manifesto and begins the goal-setting process for fulfilling professional and personal lives.
Online still in development
The Organized Dance Teacher (2021)
The Organized Dance Teacher is a 3-Lesson Mini-Course to help overwhelmed dance educators get their resource library and lesson plans back on track.
Participants will uncover their essential teaching tools, begin the steps towards creating their own syllabus, and design lessons now in preparation for any teaching opportunity that may arise.
Safeguarding Your Students (2021)
One part of a larger unit entitled The Power of Teaching Dance, Safeguarding Your Students introduces and outlines the responsibilities of protecting children and vulnerable people in the dance environment.
In Support of the Dance Teacher (2021)
In Support of the Dance Teacher is a 5-Module course bringing together previously mentioned mini-courses and new lessons that address several areas where dance teachers can reclaim their power to thoroughly enjoy their work.
Topics include:
▸ Ways to define and use teaching values to provide excellence in the job
▸ The benefits and responsibilities of being self-employed
▸ Observing differences in student learning styles, managing classroom behaviour expectations, working with specific challenges, safeguarding students and maintaining boundaries with compassion
▸ Reducing stress through resource organization and simplified lesson preparation
▸ Time management and creating a healthy balance between work and life at home
Complete Conditioning for Dancers (2021)
Complete Conditioning for Dancers is a weekly training and accountability program for dance students.
Tending to the three areas of focus, stamina, flexibility and strength, and masterful execution, the program encourages students to address essential components outside of regular class time to perform at their highest level.
Stress Relief & Mindfulness for Dancers (2021)
Dancers explore tools to help reduce anxiety, manage reactionary emotions, and plan for short-term and long-term goals.
Students become familiar with breath observation and breathing techniques, tactics for responding in healthy ways to everyday ups and downs, regulating sensory overload, visualizing, meditation, logging progress and setting goals.
Examples of Course Management
It all begins with an idea.
In-studio courses support one full year of learning, which in most cases is approximately ten months or 36 weeks. Each can be divided into three 12-week terms and then subdivided again into six 6-week units.
Full year = 36 weeks
Terms = T1 (12 weeks) + T2 (12 Weeks) + T3 (12 weeks)
Units = U1 - U6 (6 weeks)
Online courses vary in length, designed to complete on a relaxed schedule. Mini-courses average 6 - 8 hours for thorough participation. A 5 - 6 module course has a time value of about 37.5 hours.
Opportunities to discover outside course curriculum
Examples of opportunities to discover outside of course curriculum have included:
Field trips to outside learning
observation (shows)
participation (classes & workshops)
Independent studies
research and development of student-created lessons
self-choreography
Independently led projects and performances
Student Assessment
Students participating in in-studio courses receive feedback through verbal discussion, report cards prepared by their instructor, independent examiners' evaluations, and/or self-assessment.
Report Cards
Report cards reflect student ability to demonstrate specified criteria as either Working Towards (WT), Competent (C), or Exceptional (E). Report cards include assessment of expected classroom behaviour, communication with instructor and peers, and artistic merit.
Examinations
Courses representing set syllabi have formal examination boards that assess students based on their ability to understand and demonstrate vocabulary and set material performance.
Self-assessment
Students have the opportunity to review their progress three times during the year, rating their understanding and ability to demonstrate specific criteria on a scale of 1-4. Self-assessments include consideration of expected classroom behaviour, communication with instructor and peers, and artistic development.
Students participating in online courses do not have any assessment criteria. However, they have the opportunity to complete a survey regarding their experience and discuss any questions that have arisen once they have completed the course.
Teaching Assistants
Teaching assistants are usually students themselves at higher levels in the same genre. They are responsible for attending every class, instilling a routine and providing support to the primary teacher throughout the year.
I believe TA's can provide valuable feedback regarding students in the class that the primary teacher may not be aware of, including potentially hidden attitudes and behaviours. They may be called upon to help lead class elements, such as warm-ups or particular exercises, and share their opinion about costuming and music choices.
TA's in the dance studio learn leadership skills, creative thinking and problem solving, and enjoy a connection with younger students that are beneficial to all.
Training, certifications & professional development
Post-Secondary
Bachelor of Fine Arts (Honours) - York University, Canada
Dance Program (complete)
Participation in Animating Communities Through Dance and Related Arts, a Certificate in Arts Practice course taught in conjunction with the Faculty of Environmental Studies.
Interest and completion of courses offered through the Department of Gender and Women’s Studies
Certificate of Ballet Teaching Studies - Royal Academy of Dance, UK (completed in Canada)
A two-year programme designed to “extend knowledge, understanding and practice of dance teaching across a range of contexts and genres in preparation for working in an increasingly diverse employment market.” (RAD)
Dance-Specific Certifications
Royal Academy of Dance, Registered Teacher - RAD, UK
“The Royal Academy of Dance is one of the world’s most influential dance education and training organisations, with its global headquarters in London. We believe that everyone should have the opportunity to learn to dance.”
Imperial Society of Teachers of Dancing, Full Teaching Membership - ISTD, United Kingdom
“[As] one of the world’s leading examination boards, we exist to advance excellence in dance, teaching and education. For over 116 years we’ve provided quality dance training across a diverse range of genres.”
Progressing Ballet Technique, Junior & Senior Levels Certified - Vancouver, Canada
“Progressing Ballet Technique (PBT) is an innovative body-conditioning and strengthening program that has been designed to enhance students' technique by focussing on training the muscle memory required in each exercise in all forms of dance.”
Acrobatique, Junior & Intermediate Levels Certified - Vancouver, Canada
“Our mission is to set the standard for Acrobatic Dance through strong, effective, and innovative curriculum; and ongoing educational opportunities which support teachers and students. We pride ourselves on safe, efficient, and progressive teaching methods. Access to quality acro dance education is important.”
Acrobatic Arts, Module 1 Certified - Vancouver, Canada
“The program is based on safe and effective progressions with proven results in five divisions of AcroDance: Flexibility, Strength, Balancing, Limbering and Tumbling.”
Professional Development
Introduction to Mentorship 2023 (RAD) - Online
Building Relationships in the Business of Teaching 2022 (RAD) - Online
Teacher, Student, & Parent Relationships: Dynamics, Communication & Abuse Prevention 2022 (RAD) - Online
Adapting Movement for Working Inclusively 2021 (ISTD) - Online
Getting the Right Result 2021 (RAD) - Online
Dancing Into Adulthood 2020 (RAD) - Online
Inclusion Practices for Dance Studios 2020 - Esie Mensah, RAD - Online
Introduction to the Adolescent Dancer 2020 (RAD) - Online
Indigenous Canada 2020 - University of Alberta, Canada - Online
Modern Dance Theory and Composition 2020 - National Dance Education Organization (NDEO) - Online
Focus on Pointe Work 2020 (RAD) - North Vancouver, BC
Building Relationships in the Business of Teaching 2019 (RAD) - Online
Dance Pedagogy: Learning Styles and Theories 2019 (NDEO) - Online
Developing Cornerstone Assessments for the New Dance Standards 2018 - NDEO - Online
Awards & recognition
2019 - CoreDance Competition, West Vancouver, BC
Choreography Award (personal)
School Spirit Award (studio)
2007 - York University, Toronto, ON
Faculty of Fine Arts Opportunity Award
Juan Antonio Performance Award
Imasco Performing Arts Award
Grant Strate Award in Dance
JP Bickell Foundations Award
Kondor Fine Arts Scholarship
Student feedback
“As a dancer who was taught by Jen Cole for 7 years, (2 of which under very close instruction in a half day program) my dancing was significantly enhanced and aided by her coaching. It was clear to everyone that her genuine care and her investment in her students was what set her apart from other teachers. Jen was committed to helping all of us be the best we could be, not only in dance but also in further endeavours.
I was consistently blown away by the caliber of Jen’s creative ability in choreography and choices she made as a teacher and dancer herself. What I appreciated most about being a student under Jen Cole was that she inspired me to challenge and push myself to be better than I thought I could be, rather than relying on natural ability or doing anything halfway.
As a teacher, Jen Cole has made such a significant impact on my life and who I am as an adult after training with her during my formative years as a teenager. She was invested not only in furthering and improving my dancing but also in being there for me in other ways, too.
What I enjoyed most about Jen Cole’s teaching was how she always managed to find a balance between praise and constructive criticism so that a student felt simultaneously supported but also held accountable and encouraged to grow and learn.”