Teaching without trace: an aspiration for dance pedagogy?

This contribution to a special issue of Conversations Across the Field of Dance Studies on the Teacher's Imprint: Rethinking Dance Legacy highlights the complexity of interactions involved in teaching and learning dance especially in relation to dance technique. It challenges the primacy of the teacher-student relationship, often associated with the notion of transmission, to suggest that both teacher and students actively engage in interactive relationships not only with each other but also with with bodies of knowledge and practice. Each learner constructs his or her own dance practice through the processes involved