How to Plan & Teach Choreography for Mixed Abilities
Rebekah Dixon
June 27 2025
6 min read
How to Plan & Teach Choreography for Mixed Abilities
Rebekah Dixon
June 27 2025
6 min read
How to Plan & Teach Choreography for Mixed Abilities
Rebekah Dixon
June 27 2025
6 min read
We’ve all been there, coming in to teach a class some choreography, and half of the class have got it and they’re away! The other half? Blank stares.
You leave the session wondering what went wrong and questioning why some students flew through the choreography while others struggled to keep up. You’re not alone.
Catering choreography to a mixed-ability class is a skill in itself. So, we asked our resident dance teachers what they do when they’re in situations like this—from planning the choreography to teaching it and bringing everything together in a final performance.
Here’s what they said:
We’ve all been there, coming in to teach a class some choreography, and half of the class have got it and they’re away! The other half? Blank stares.
You leave the session wondering what went wrong and questioning why some students flew through the choreography while others struggled to keep up. You’re not alone.
Catering choreography to a mixed-ability class is a skill in itself. So, we asked our resident dance teachers what they do when they’re in situations like this—from planning the choreography to teaching it and bringing everything together in a final performance.
Here’s what they said:
We’ve all been there, coming in to teach a class some choreography, and half of the class have got it and they’re away! The other half? Blank stares.
You leave the session wondering what went wrong and questioning why some students flew through the choreography while others struggled to keep up. You’re not alone.
Catering choreography to a mixed-ability class is a skill in itself. So, we asked our resident dance teachers what they do when they’re in situations like this—from planning the choreography to teaching it and bringing everything together in a final performance.
Here’s what they said:
We’ve all been there, coming in to teach a class some choreography, and half of the class have got it and they’re away! The other half? Blank stares.
You leave the session wondering what went wrong and questioning why some students flew through the choreography while others struggled to keep up. You’re not alone.
Catering choreography to a mixed-ability class is a skill in itself. So, we asked our resident dance teachers what they do when they’re in situations like this—from planning the choreography to teaching it and bringing everything together in a final performance.
Here’s what they said:
We’ve all been there, coming in to teach a class some choreography, and half of the class have got it and they’re away! The other half? Blank stares.
You leave the session wondering what went wrong and questioning why some students flew through the choreography while others struggled to keep up. You’re not alone.
Catering choreography to a mixed-ability class is a skill in itself. So, we asked our resident dance teachers what they do when they’re in situations like this—from planning the choreography to teaching it and bringing everything together in a final performance.
Here’s what they said:
What's covered in this blog post: (Click on the section be taken straight to it)
What's covered in this blog post: (Click on the section be taken straight to it)
What's covered in this blog post: (Click on the section be taken straight to it)
What's covered in this blog post: (Click on the section be taken straight to it)
1) Prepare Prepare Prepare
1) Prepare Prepare Prepare
1) Prepare Prepare Prepare
1) Prepare Prepare Prepare
1) Prepare Prepare Prepare
You guessed it—like most things, preparation is key. Plan every aspect of your dance lesson with all ability levels in mind. That includes warm-up games, teaching techniques, breakdowns, and modifications.
Planning is where the magic happens, especially when working with a mixed-ability group. And how you plan is totally up to you—whether that’s sketching on paper, jotting notes in your phone, or even filming yourself walking through the choreography.
Make sure to include easier variations of each exercise as well as options for increasing the difficulty. That might mean speeding up the pace, adding extra steps, or incorporating more complex transitions.
Similar to how to create an inclusive dance class supporting autistic students.
You guessed it—like most things, preparation is key. Plan every aspect of your dance lesson with all ability levels in mind. That includes warm-up games, teaching techniques, breakdowns, and modifications.
Planning is where the magic happens, especially when working with a mixed-ability group. And how you plan is totally up to you—whether that’s sketching on paper, jotting notes in your phone, or even filming yourself walking through the choreography.
Make sure to include easier variations of each exercise as well as options for increasing the difficulty. That might mean speeding up the pace, adding extra steps, or incorporating more complex transitions.
Similar to how to create an inclusive dance class supporting autistic students.
You guessed it—like most things, preparation is key. Plan every aspect of your dance lesson with all ability levels in mind. That includes warm-up games, teaching techniques, breakdowns, and modifications.
Planning is where the magic happens, especially when working with a mixed-ability group. And how you plan is totally up to you—whether that’s sketching on paper, jotting notes in your phone, or even filming yourself walking through the choreography.
Make sure to include easier variations of each exercise as well as options for increasing the difficulty. That might mean speeding up the pace, adding extra steps, or incorporating more complex transitions.
Similar to how to create an inclusive dance class supporting autistic students.
You guessed it—like most things, preparation is key. Plan every aspect of your dance lesson with all ability levels in mind. That includes warm-up games, teaching techniques, breakdowns, and modifications.
Planning is where the magic happens, especially when working with a mixed-ability group. And how you plan is totally up to you—whether that’s sketching on paper, jotting notes in your phone, or even filming yourself walking through the choreography.
Make sure to include easier variations of each exercise as well as options for increasing the difficulty. That might mean speeding up the pace, adding extra steps, or incorporating more complex transitions.
Similar to how to create an inclusive dance class supporting autistic students.
You guessed it—like most things, preparation is key. Plan every aspect of your dance lesson with all ability levels in mind. That includes warm-up games, teaching techniques, breakdowns, and modifications.
Planning is where the magic happens, especially when working with a mixed-ability group. And how you plan is totally up to you—whether that’s sketching on paper, jotting notes in your phone, or even filming yourself walking through the choreography.
Make sure to include easier variations of each exercise as well as options for increasing the difficulty. That might mean speeding up the pace, adding extra steps, or incorporating more complex transitions.
Similar to how to create an inclusive dance class supporting autistic students.
2) Group Dancers
When working with a class that has a wide range of dance abilities, grouping your dancers strategically can be a game-changer.
Start by planning different variations or layers of your choreography—this might mean creating a core version of the routine and then adapting it to include both simplified and more challenging options.
Think: the same eight-count phrase with a basic version for beginners, and more stylized or technically demanding variations for advanced dancers.
Once you have your choreography mapped out, split your class into smaller groups based on ability level. This doesn’t mean isolating dancers; it means supporting everyone where they are. Grouping allows students to learn at a pace that suits them, while still feeling part of the whole.
This structure offers several benefits:
Peer learning: Students working at similar levels can support each other and build confidence in a low-pressure environment.
Pacing: Less experienced dancers often need more time to grasp choreography, and this format allows them the space to do so without feeling rushed.
Challenge: More advanced dancers can be pushed with added complexity, performance quality goals, or even leadership opportunities, like helping guide others.
Unity with individuality: While groups may rehearse slightly different versions, the class can still perform together as one, each group contributing something unique to the final piece.
Top Tip: Make sure to communicate to students why you’re grouping and adapting the choreography. If they know why, they will be more open to following your instructions and wanting to be part of the fun.
2) Group Dancers
When working with a class that has a wide range of dance abilities, grouping your dancers strategically can be a game-changer.
Start by planning different variations or layers of your choreography—this might mean creating a core version of the routine and then adapting it to include both simplified and more challenging options.
Think: the same eight-count phrase with a basic version for beginners, and more stylized or technically demanding variations for advanced dancers.
Once you have your choreography mapped out, split your class into smaller groups based on ability level. This doesn’t mean isolating dancers; it means supporting everyone where they are. Grouping allows students to learn at a pace that suits them, while still feeling part of the whole.
This structure offers several benefits:
Peer learning: Students working at similar levels can support each other and build confidence in a low-pressure environment.
Pacing: Less experienced dancers often need more time to grasp choreography, and this format allows them the space to do so without feeling rushed.
Challenge: More advanced dancers can be pushed with added complexity, performance quality goals, or even leadership opportunities, like helping guide others.
Unity with individuality: While groups may rehearse slightly different versions, the class can still perform together as one, each group contributing something unique to the final piece.
Top Tip: Make sure to communicate to students why you’re grouping and adapting the choreography. If they know why, they will be more open to following your instructions and wanting to be part of the fun.
2) Group Dancers
When working with a class that has a wide range of dance abilities, grouping your dancers strategically can be a game-changer.
Start by planning different variations or layers of your choreography—this might mean creating a core version of the routine and then adapting it to include both simplified and more challenging options.
Think: the same eight-count phrase with a basic version for beginners, and more stylized or technically demanding variations for advanced dancers.
Once you have your choreography mapped out, split your class into smaller groups based on ability level. This doesn’t mean isolating dancers; it means supporting everyone where they are. Grouping allows students to learn at a pace that suits them, while still feeling part of the whole.
This structure offers several benefits:
Peer learning: Students working at similar levels can support each other and build confidence in a low-pressure environment.
Pacing: Less experienced dancers often need more time to grasp choreography, and this format allows them the space to do so without feeling rushed.
Challenge: More advanced dancers can be pushed with added complexity, performance quality goals, or even leadership opportunities, like helping guide others.
Unity with individuality: While groups may rehearse slightly different versions, the class can still perform together as one, each group contributing something unique to the final piece.
Top Tip: Make sure to communicate to students why you’re grouping and adapting the choreography. If they know why, they will be more open to following your instructions and wanting to be part of the fun.
2) Group Dancers
When working with a class that has a wide range of dance abilities, grouping your dancers strategically can be a game-changer.
Start by planning different variations or layers of your choreography—this might mean creating a core version of the routine and then adapting it to include both simplified and more challenging options.
Think: the same eight-count phrase with a basic version for beginners, and more stylized or technically demanding variations for advanced dancers.
Once you have your choreography mapped out, split your class into smaller groups based on ability level. This doesn’t mean isolating dancers; it means supporting everyone where they are. Grouping allows students to learn at a pace that suits them, while still feeling part of the whole.
This structure offers several benefits:
Peer learning: Students working at similar levels can support each other and build confidence in a low-pressure environment.
Pacing: Less experienced dancers often need more time to grasp choreography, and this format allows them the space to do so without feeling rushed.
Challenge: More advanced dancers can be pushed with added complexity, performance quality goals, or even leadership opportunities, like helping guide others.
Unity with individuality: While groups may rehearse slightly different versions, the class can still perform together as one, each group contributing something unique to the final piece.
Top Tip: Make sure to communicate to students why you’re grouping and adapting the choreography. If they know why, they will be more open to following your instructions and wanting to be part of the fun.
2) Group Dancers
When working with a class that has a wide range of dance abilities, grouping your dancers strategically can be a game-changer.
Start by planning different variations or layers of your choreography—this might mean creating a core version of the routine and then adapting it to include both simplified and more challenging options.
Think: the same eight-count phrase with a basic version for beginners, and more stylized or technically demanding variations for advanced dancers.
Once you have your choreography mapped out, split your class into smaller groups based on ability level. This doesn’t mean isolating dancers; it means supporting everyone where they are. Grouping allows students to learn at a pace that suits them, while still feeling part of the whole.
This structure offers several benefits:
Peer learning: Students working at similar levels can support each other and build confidence in a low-pressure environment.
Pacing: Less experienced dancers often need more time to grasp choreography, and this format allows them the space to do so without feeling rushed.
Challenge: More advanced dancers can be pushed with added complexity, performance quality goals, or even leadership opportunities, like helping guide others.
Unity with individuality: While groups may rehearse slightly different versions, the class can still perform together as one, each group contributing something unique to the final piece.
Top Tip: Make sure to communicate to students why you’re grouping and adapting the choreography. If they know why, they will be more open to following your instructions and wanting to be part of the fun.
3) Teach In Segments
When it comes to teaching your choreography, think of it like building a cake—layer by layer. Start with the foundation: the base movements that form the core structure of your routine. These should be accessible to everyone and give all dancers a strong, shared starting point.
Once the base is solid, added complexity can be tailored to the ability-based groups you’ve already established.
Beginner dancers might stick to clean, grounded movements with a focus on rhythm and clarity.
Intermediate dancers could add stylized arms, direction changes, or dynamic shifts in level.
Advanced dancers might incorporate floor work, traveling patterns, turns, lifts, or even freestyle elements.
Segmented teaching also makes it easier to manage pacing, allowing dancers who need more time to master the basics to stay engaged, while offering challenges to those ready for more. It also gives the choreography a natural build, helping students experience progress and accomplishment along the way.
3) Teach In Segments
When it comes to teaching your choreography, think of it like building a cake—layer by layer. Start with the foundation: the base movements that form the core structure of your routine. These should be accessible to everyone and give all dancers a strong, shared starting point.
Once the base is solid, added complexity can be tailored to the ability-based groups you’ve already established.
Beginner dancers might stick to clean, grounded movements with a focus on rhythm and clarity.
Intermediate dancers could add stylized arms, direction changes, or dynamic shifts in level.
Advanced dancers might incorporate floor work, traveling patterns, turns, lifts, or even freestyle elements.
Segmented teaching also makes it easier to manage pacing, allowing dancers who need more time to master the basics to stay engaged, while offering challenges to those ready for more. It also gives the choreography a natural build, helping students experience progress and accomplishment along the way.
3) Teach In Segments
When it comes to teaching your choreography, think of it like building a cake—layer by layer. Start with the foundation: the base movements that form the core structure of your routine. These should be accessible to everyone and give all dancers a strong, shared starting point.
Once the base is solid, added complexity can be tailored to the ability-based groups you’ve already established.
Beginner dancers might stick to clean, grounded movements with a focus on rhythm and clarity.
Intermediate dancers could add stylized arms, direction changes, or dynamic shifts in level.
Advanced dancers might incorporate floor work, traveling patterns, turns, lifts, or even freestyle elements.
Segmented teaching also makes it easier to manage pacing, allowing dancers who need more time to master the basics to stay engaged, while offering challenges to those ready for more. It also gives the choreography a natural build, helping students experience progress and accomplishment along the way.
3) Teach In Segments
When it comes to teaching your choreography, think of it like building a cake—layer by layer. Start with the foundation: the base movements that form the core structure of your routine. These should be accessible to everyone and give all dancers a strong, shared starting point.
Once the base is solid, added complexity can be tailored to the ability-based groups you’ve already established.
Beginner dancers might stick to clean, grounded movements with a focus on rhythm and clarity.
Intermediate dancers could add stylized arms, direction changes, or dynamic shifts in level.
Advanced dancers might incorporate floor work, traveling patterns, turns, lifts, or even freestyle elements.
Segmented teaching also makes it easier to manage pacing, allowing dancers who need more time to master the basics to stay engaged, while offering challenges to those ready for more. It also gives the choreography a natural build, helping students experience progress and accomplishment along the way.
3) Teach In Segments
When it comes to teaching your choreography, think of it like building a cake—layer by layer. Start with the foundation: the base movements that form the core structure of your routine. These should be accessible to everyone and give all dancers a strong, shared starting point.
Once the base is solid, added complexity can be tailored to the ability-based groups you’ve already established.
Beginner dancers might stick to clean, grounded movements with a focus on rhythm and clarity.
Intermediate dancers could add stylized arms, direction changes, or dynamic shifts in level.
Advanced dancers might incorporate floor work, traveling patterns, turns, lifts, or even freestyle elements.
Segmented teaching also makes it easier to manage pacing, allowing dancers who need more time to master the basics to stay engaged, while offering challenges to those ready for more. It also gives the choreography a natural build, helping students experience progress and accomplishment along the way.
4) Incorporating BASTE In Your Choreography
As you know, BASTE—Body, Action, Space, Time, and Energy—is at the heart of any choreography. The beauty of BASTE lies in its flexibility. You can tailor each element to suit the style of your piece and the varying skill levels of your dancers.
When teaching a mixed-ability class, BASTE becomes even more powerful. It gives you a framework to adapt, differentiate, and enrich your choreography without compromising artistic quality. (We talk about BASTE more in our blog post, ‘The ultimate guide to structuring your dance lessons’.)
4) Incorporating BASTE In Your Choreography
As you know, BASTE—Body, Action, Space, Time, and Energy—is at the heart of any choreography. The beauty of BASTE lies in its flexibility. You can tailor each element to suit the style of your piece and the varying skill levels of your dancers.
When teaching a mixed-ability class, BASTE becomes even more powerful. It gives you a framework to adapt, differentiate, and enrich your choreography without compromising artistic quality. (We talk about BASTE more in our blog post, ‘The ultimate guide to structuring your dance lessons’.)
4) Incorporating BASTE In Your Choreography
As you know, BASTE—Body, Action, Space, Time, and Energy—is at the heart of any choreography. The beauty of BASTE lies in its flexibility. You can tailor each element to suit the style of your piece and the varying skill levels of your dancers.
When teaching a mixed-ability class, BASTE becomes even more powerful. It gives you a framework to adapt, differentiate, and enrich your choreography without compromising artistic quality. (We talk about BASTE more in our blog post, ‘The ultimate guide to structuring your dance lessons’.)
4) Incorporating BASTE In Your Choreography
As you know, BASTE—Body, Action, Space, Time, and Energy—is at the heart of any choreography. The beauty of BASTE lies in its flexibility. You can tailor each element to suit the style of your piece and the varying skill levels of your dancers.
When teaching a mixed-ability class, BASTE becomes even more powerful. It gives you a framework to adapt, differentiate, and enrich your choreography without compromising artistic quality. (We talk about BASTE more in our blog post, ‘The ultimate guide to structuring your dance lessons’.)
4) Incorporating BASTE In Your Choreography
As you know, BASTE—Body, Action, Space, Time, and Energy—is at the heart of any choreography. The beauty of BASTE lies in its flexibility. You can tailor each element to suit the style of your piece and the varying skill levels of your dancers.
When teaching a mixed-ability class, BASTE becomes even more powerful. It gives you a framework to adapt, differentiate, and enrich your choreography without compromising artistic quality. (We talk about BASTE more in our blog post, ‘The ultimate guide to structuring your dance lessons’.)
5) Incorporate Challenge Zones
While you’re catering your choreography to a range of abilities, it’s just as important to continue pushing your dancers to grow. That’s where Challenge Zones come in.
Challenge Zones are moments within your routine that offer an optional step-up in difficulty. These sections are designed to stretch your more advanced dancers, giving them the chance to showcase their technical skills and performance quality while also serving as inspiration for developing dancers.
Examples of Challenge Zones might include:
A fast turn sequence or traveling pattern
A lift or partnering section
A freestyle moment to show personal style
An intricate rhythm or syncopated phrase
5) Incorporate Challenge Zones
While you’re catering your choreography to a range of abilities, it’s just as important to continue pushing your dancers to grow. That’s where Challenge Zones come in.
Challenge Zones are moments within your routine that offer an optional step-up in difficulty. These sections are designed to stretch your more advanced dancers, giving them the chance to showcase their technical skills and performance quality while also serving as inspiration for developing dancers.
Examples of Challenge Zones might include:
A fast turn sequence or traveling pattern
A lift or partnering section
A freestyle moment to show personal style
An intricate rhythm or syncopated phrase
5) Incorporate Challenge Zones
While you’re catering your choreography to a range of abilities, it’s just as important to continue pushing your dancers to grow. That’s where Challenge Zones come in.
Challenge Zones are moments within your routine that offer an optional step-up in difficulty. These sections are designed to stretch your more advanced dancers, giving them the chance to showcase their technical skills and performance quality while also serving as inspiration for developing dancers.
Examples of Challenge Zones might include:
A fast turn sequence or traveling pattern
A lift or partnering section
A freestyle moment to show personal style
An intricate rhythm or syncopated phrase
5) Incorporate Challenge Zones
While you’re catering your choreography to a range of abilities, it’s just as important to continue pushing your dancers to grow. That’s where Challenge Zones come in.
Challenge Zones are moments within your routine that offer an optional step-up in difficulty. These sections are designed to stretch your more advanced dancers, giving them the chance to showcase their technical skills and performance quality while also serving as inspiration for developing dancers.
Examples of Challenge Zones might include:
A fast turn sequence or traveling pattern
A lift or partnering section
A freestyle moment to show personal style
An intricate rhythm or syncopated phrase
5) Incorporate Challenge Zones
While you’re catering your choreography to a range of abilities, it’s just as important to continue pushing your dancers to grow. That’s where Challenge Zones come in.
Challenge Zones are moments within your routine that offer an optional step-up in difficulty. These sections are designed to stretch your more advanced dancers, giving them the chance to showcase their technical skills and performance quality while also serving as inspiration for developing dancers.
Examples of Challenge Zones might include:
A fast turn sequence or traveling pattern
A lift or partnering section
A freestyle moment to show personal style
An intricate rhythm or syncopated phrase
6) The Most Important - Have Fun
At the end of the day, dance is supposed to be enjoyable. Make sure that your dancers (and you) are having fun! As that’s what it’s all about.
Want some more information about running a dance studio, entering competitions, and more? See our blog posts
6) The Most Important - Have Fun
At the end of the day, dance is supposed to be enjoyable. Make sure that your dancers (and you) are having fun! As that’s what it’s all about.
Want some more information about running a dance studio, entering competitions, and more? See our blog posts
6) The Most Important - Have Fun
At the end of the day, dance is supposed to be enjoyable. Make sure that your dancers (and you) are having fun! As that’s what it’s all about.
Want some more information about running a dance studio, entering competitions, and more? See our blog posts
6) The Most Important - Have Fun
At the end of the day, dance is supposed to be enjoyable. Make sure that your dancers (and you) are having fun! As that’s what it’s all about.
Want some more information about running a dance studio, entering competitions, and more? See our blog posts
6) The Most Important - Have Fun
At the end of the day, dance is supposed to be enjoyable. Make sure that your dancers (and you) are having fun! As that’s what it’s all about.
Want some more information about running a dance studio, entering competitions, and more? See our blog posts
Looking for Class Manager Classic?
Planning an event or recital?
Visit our sister company, Stage Stubs
for all your ticketing needs.
Free for studios.
© Class Manager 2025, All Rights Reserved
Looking for Class Manager Classic?
Resources
Planning an event or recital?
Visit our sister company, Stage Stubs
for all your ticketing needs.
Free for studios.
© Class Manager 2025, All Rights Reserved
Looking for Class Manager Classic?
Planning an event or recital?
Visit our sister company, Stage Stubs
for all your ticketing needs.
Free for studios.
© Class Manager 2025, All Rights Reserved
Looking for Class Manager Classic?
Planning an event or recital?
Visit our sister company, Stage Stubs
for all your ticketing needs.
Free for studios.
© Class Manager 2025, All Rights Reserved