Dance is an art and its model in secondary education, especially at GCSE level and A level above, is comprised of 3 strands: composing, performing, and appreciating. While it is a concern of creative dance teachers that all students should have an experience of these 3 strands, it is important that students at higher levels have an understanding and appreciation of these aspects. This does not mean that they all need to be evident in each dance class, or even given equal attention. However, opportunities should arise in order for the students to encounter each of these components. In the art of dance education context, each aspect emerges through experience, and as a result of experiencing them the following happens:
             "Dance composition is a product of composing, dance performance is a product of performing and appreciation will emerge as a product of both combined." (Smith-Autard 2002)
             By understanding the culture and interests of students, teachers should be able to set appropriate and challenging tasks in order to allow them to explore different ideas and express individuality in not one aspect but all three crucial elements.
             Composing dance is a process of constant change. It is a process of trial and error with no specific ground rules. Composing skills are developed throughout secondary school, by creating dances and learning from dances created by others. Through this exploration and discovery, students learn more about the art form itself. Through exploration of movement ideas and discovery of new patterns a number of things should follow. Students at the higher level of their education should be able to translate and understand themes, making movement more symbolic rather than just a motion. They should be able to make decisions about the type of dance and relationships within it. They should understand formal devices such as the use of canon and unison, climaxes, and contrasts. They should also be able to decide on th...