By Lauren Cullimore (Australia)
Creativity is vital, and dance is its purest expression. For me, teaching dance is about shaping critical thinkers, creators, and principled citizens, who will make a positive impact on the future. Teaching is an opportunity to educate and inspire the next generation of dance artists — individuals who will carry forwards the language of movement with confidence and purpose. This belief has guided my journey as a teacher, committed to empowering students through arts education.
Who I am and the work I am involved in
My name is Lauren Cullimore, and I am a passionate and energetic arts educator committed to communicating knowledge through engaging and impactful methods. Currently, I serve as the Coordinator of Middle Years Programmes at an independent grammar school located in Western Sydney, Australia, where I lead curriculum innovation and support student development across a range of disciplines. My work is driven by an idea that education should be inclusive, holistic, and inspiring — empowering students to think critically, act creatively, and grow as individuals. Beyond my school leadership role, I am deeply involved in the global education community through the International Baccalaureate (IB).
The IB is a global leader in international education, committed to nurturing inquiring, knowledgeable, confident, and caring young people. I am pleased to contribute to this mission through a variety of roles, including curriculum developer, online facilitator, community moderator, school visit team member, workshop leader, examiner, and global academics contractor. These roles allow me to collaborate with educators worldwide, promoting best practices in teaching and learning.
I enjoy serving as an examiner and moderator for IB Diploma Programme (DP) dance, and am very grateful to be actively involved in the DP dance curriculum review. As a workshop leader for the IB, I design and deliver dance workshops globally, exploring effective and innovative ways to engage students in dance education. I also proudly serve as Vice President of the Dance Educators Professional Association of New South Wales (DEPA), advocating for the dance education community and supporting teachers in delivering high-quality courses. DEPA’s mission is to champion excellence in dance education by providing professional development, resources, and a strong voice for teachers across the state.
In the current education climate where arts subjects often face reduced funding and curriculum time, our work is more important than ever. Dance is not just an art form; it is a vital avenue for creativity, physical health, emotional expression, and cultural understanding. DEPA ensures that dance maintains its rightful place in the curriculum and that educators are empowered to inspire students through meaningful, inclusive courses. In my current school position, I oversee curriculum for students aged 12–16, working closely with department heads to ensure academic programmes meet educational standards while responding to diverse student needs. Cultivating a positive school culture is central to my philosophy.
I believe students learn best when they feel safe, supported, and valued. Through student leadership initiatives, staff professional development, and community engagement, I have worked to create a culture of respect, inclusion, and collaboration.
What led me to these roles
My pathway to becoming a dance educator and curriculum leader began with a love for the arts. Dance has always been more than movement, it is a language of expression, identity, and connection. Early in my career, as I began teaching dance in schools I witnessed first-hand its transformative power. Students who struggled academically often thrived in the dance studio, discovering confidence and creativity they didn’t know they had. This reinforced my belief that arts education is essential not optional. Over time, I sought opportunities to influence education beyond the classroom. Joining NSW Education Standards Authority (NESA) as a technical advisor allowed me to shape curriculum at a systemic level.
Similarly, my involvement with the IB opened doors to international collaboration, curriculum development, and professional learning. These experiences broadened my perspective on education and deepened my commitment to creating programmes that prepare students for a complex, interconnected world. UK Serving on the DEPA committee, first as Secretary and now as Vice President, has been another pivotal chapter. Advocating for dance education and supporting teachers across the state has been both rewarding and inspiring. It reminds me daily that our work as educators is not just about teaching content, it’s about building communities of practice and empowering future generations
