Code of Ethics

NOJA Dance Education
Mentorship for Dance Teachers

Preamble

This Code of Ethics defines the principles that guide all activities developed under NOJA Dance Education. It is grounded in the principles of Verticality, understood as the alignment between axis, values, ethical responsibility, and artistic coherence in dance education.

Participation in the Mentorship for Dance Teachers implies respect for and commitment to the principles outlined below.

1. Responsibility Toward the Student

Dance teachers acknowledge their responsibility toward the physical, psychological, and artistic development of each student.

  • Teaching must respect age, individual development, and personal limits.

  • The well-being of the student takes precedence over performance results.

  • Any form of humiliation, intimidation, or psychological pressure is incompatible with ethical dance education.

2. Respect for the Body and Its Limits

The body entrusted to the teacher is approached with care, knowledge, and responsibility.

  • Technique is taught progressively and consciously.

  • Pain, injury, or exhaustion are never justified in the name of excellence.

  • Teachers adapt their methodology to the needs and limits of each student.

3. Ethical Conduct in Competitive Contexts

Competitions are recognized as formative experiences, not ultimate goals.

  • Students are never defined by rankings or awards.

  • Competition preparation must not compromise long-term education.

  • Teachers avoid using competitions for personal validation or external pressure.

4. Artistic Coherence and Integrity

Artistic choices reflect responsibility toward both the student and the art form.

  • Repertoire selection respects age, technical level, and stylistic authenticity.

  • Artistic expression is cultivated without exaggeration or distortion.

  • Tradition and innovation are approached with awareness and respect.

5. Professional Integrity and Collegial Respect

Dance education is sustained through mutual respect within the professional community.

  • Teachers engage in dialogue rather than rivalry.

  • Public criticism of colleagues, students, or institutions is avoided.

  • Differences in pedagogical approaches are addressed through reflection, not judgment.

6. Mentorship as Guidance, Not Evaluation

The mentorship space is non-hierarchical and non-evaluative.

  • Participation does not imply ranking, certification of superiority, or authority over others.

  • Mentorship supports reflection, not correction or control.

  • Confidentiality and professional trust are respected at all times.

7. Commitment to Continuous Reflection

Dance teachers commit to ongoing reflection and responsibility.

  • Teaching practice is regularly questioned and refined.

  • Authority is exercised with humility and awareness.

  • Verticality is understood as a continuous position, not a fixed achievement.

Closing Statement

By engaging with NOJA Dance Education – Mentorship for Dance Teachers, participants affirm their commitment to ethical responsibility, artistic coherence, and the respectful transmission of dance as a cultural and human practice.

Verticality is not imposed. It is chosen. (Legal and Ethical Framework: Safe-Zone)