Ballet Pedagogy And Diverse Hearing Experiences: Towards Relational Engagement

This chapter offers an exploration of ballet pedagogy and hard of hearing and d/Deaf experience. Co-authored by a dance academic, the principal of a private dance school and the Head of Participation at the English National Ballet who have been ‘in-conversation’, the chapter reflects on lived experiences and pedagogical approaches in differing professional contexts.

The narrative weaves personal anecdotes, educational insights, and professional expertise to illuminate the intersectionality of ballet pedagogy and deafness. The authors explore, through dialogue and discussion, the nuances of teaching and learning ballet in a world traditionally dominated by auditory cues, exposing the barriers faced by hard of hearing and d/Deaf dancers and teachers. Drawing from their collective thinking and individual lived experience, the chapter also highlights innovative strategies employed to attend to autonomy, competency and belonging (Nordin-Bates 2014) within ballet education.

Drawing upon experience in disability studies and dance academia, participation within a large-scale ballet organisation and the running of a ballet school, this chapter advocates for a paradigm shift in ballet pedagogy, one that embraces diversity and amplifies the voices of dancers and instructors who navigate the world with hearing differences. This chapter serves as a catalyst for change, inspiring a more inclusive and expansive future for the ballet community.