Lindsay Ellman-Brown

Published in Print July 2025 order now!
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By Danielle Brown

Lindsay Ellman-Brown is a name synonymous with excellence in dance education. With a teaching philosophy that blends precision with empathy, she has become a highly respected figure within the global dance community. Lindsay’s approach to ballet education is rooted in a deep understanding of the transformative power of the art form, not just as a means of technical achievement, but as a way to nurture the emotional and psychological well-being of her students. Her journey, which began in Zimbabwe and took her to the Royal Academy of Dance in London, has shaped her unique perspective on teaching, creating a lasting impact on both her students and fellow educators.

Currently, Lindsay continues to lead the way in dance education, balancing multiple roles as a classical ballet instructor at The McDonald College in Sydney, a Certificate in Dance Teaching (Ballet) (CDT) program tutor for the Royal Academy of Dance, Artistic Director of International Summer School as well as a international guest educator. She also facilitates professional development courses for dance educators and leads workshops across Australia, focusing on musicality, technique, and holistic teaching methods. Through years of experience, Lindsay has become a guiding light for those in the dance education field, particularly in her ability to connect with students on an individual level. She recognises that every dancer learns differently, and this understanding has allowed her to adapt her methods in a way that fosters creativity, discipline, and most importantly, joy. In this feature, we explore Lindsay’s journey as a teacher, her philosophy on dance education, and the enduring influence she has had on the next generation of dancers and educators.

Watching Lindsay take class is nothing short of mesmerising. Her approach is fully engaged—physically demonstrating choreography with precision, while also using her voice to articulate the intention behind each movement. Her clarity in explaining why each step matters allows students to connect deeply with the material. This focus ensures that each dancer understands not only the technicality of the movement but also its artistic expression.

Lindsay effortlessly adapts to the unique needs of each student, fluidly transitioning between barre and centre practice while offering personalised adjustments and guidance that connect directly with the individual. The impact of her feedback is immediate; the noticeable shift in each student as the correction lands reveals just how deeply her instructions resonate. Lindsay’s expertise goes well beyond ballet technique—she excels at cultivating an inclusive and supportive learning environment where every student feels acknowledged and valued. A natural leader, she commands attention with ease, drawing on both her extensive knowledge and the vibrant energy she infuses into every class.

Lindsay’s journey as a ballet teacher was shaped by her own experiences as a student. Growing up in Zimbabwe and training at the Royal Academy of Dance in London, she encountered a variety of teaching methods. She reflects on the influential teachers who guided her, saying, “The teachers that influenced me the most were the ones that were positive and encouraged me to try different things while making the studio a safe space to explore. They gave me feedback that helped me to work on the things I struggled with but also improve the things I was good at (like turns), so I wasn’t always focusing on my weaker areas but had a sense of what I was good at as well.”

This balance of addressing both strengths and weaknesses became the cornerstone of Lindsay’s philosophy as a teacher. “What really shaped my philosophy as a teacher and educator was seeing how students responded to kindness and encouragement,” she explains. Her belief is firm: “Excellence can be achieved with kindness and without harsh criticism.”

Lindsay is adamant about the importance of creating a positive learning environment where students feel valued and supported. “I want every student who leaves my classes to leave with a love of ballet and good memories of their time as a dancer, however long or short that may be,” she says, underscoring her commitment to ensuring that ballet is something students carry with them joyfully, even if they eventually choose another path.

One of Lindsay’s core tenets is the holistic approach she integrates into her teaching. She understands that ballet is just one facet of a dancer’s life, and that emotional and psychological well-being must always be considered. “I really care about my students’ whole well-being,” she states. “Ballet is only one facet of their lives, and I don’t know what else is going on for them. The last thing I want to do is push them and be tough when they are dealing with emotional and psychological difficulties outside of the studio.”

Her philosophy of “do no harm” extends beyond the technique itself. Lindsay reminds her students that they are human beings first, dancers second. “I want them to understand what they are doing, how they can improve, learn how to work with productive discipline, listening to their bodies, find joy in dance, and leave the studio feeling positive and wanting to return.”

For Lindsay, creating a classroom environment where kindness and respect are paramount is essential to the success of her students. Her motto reflects this philosophy: “It is only ballet,” she says. “I don’t mean that flippantly—I don’t mean that ballet education is not important, but I always remember that they are human beings before they are dancers.”

Throughout her career, Lindsay has been deeply involved in shaping dance education at various institutions. As a tutor and practical teaching supervisor for the Royal Academy of Dance’s teaching courses, Lindsay mentors future educators to understand the gravity of their role. “Many dance teachers are influential in students’ lives for many years, and that is a huge responsibility that every teacher needs to take very seriously,” she says.

She shares the following quote with her trainee teachers: “I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanised or dehumanised.” — Haim Ginott.

Lindsay emphasises the need for teachers to embrace the individuality of each student. “What works for one student might not work for another,” she explains. “Students learn differently, and as teachers, we need to be aware of that.” This sentiment underscores her deep belief that teaching should never be one-size-fits-all, and that finding diverse ways to help students learn is essential.

Lindsay is also a staunch advocate for enhancing musicality in dance. Over the years, she has led workshops aimed at helping students develop a deeper connection to the music within their performances. “Like many teachers, I find myself telling students to listen to the music and then I talk over it!” she says, laughing at her own tendency to interrupt. “So I try to make myself be quiet and let students really listen (not something I am good at as I have too much to say!).”

She encourages her students to focus on the phrasing of the music, rather than just counting along. “Some students need to count, others need to listen to the phrasing and rhythm, and others are instinctively musical,” Lindsay explains. “Catering to their learning differences is important to me.” This attention to the nuances of music, Lindsay believes, is essential in developing true musicality. “Students get so used to the sounds and speed of the music that they often tune it out and need to stop and really hear the nuances in the music,” she points out.

In response to the evolving landscape of dance education, Lindsay has adapted her methods to address contemporary challenges. For example, she acknowledges the difficulties of remote learning. “I really struggled with remote learning,” she admits. “Dance needs the human connection, and I often do Teachers courses online. So much of the ad hoc discussion that takes place in person is limited.” Yet, Lindsay has also found value in these online platforms, particularly in connecting with teachers from around the world. “I’ve valued having teachers from around the world on some Professional Development online courses I have conducted,” she says. “Seeing different perspectives and realising how similar our challenges are has been an enlightening experience.”

Inclusivity remains another key priority. Lindsay strives to help each student reach their personal best, no matter their background or ability. “We are seeing more diverse students learning ballet, and this brings such joy in seeing students progress and find a love of dance,” she says, adding that while balancing the needs of diverse learners can be challenging, it also brings immense fulfilment.

Looking ahead, Lindsay hopes to see a shift in the way younger teachers approach their work. “I hope that younger teachers follow the model of dance teaching as being educational and empowering students, rather than the didactic methods that support the thinking that the end justifies the means,” she says. “Teaching holistically should become the norm.” Lindsay firmly believes that the discipline and work ethic required in ballet can be achieved without making students feel ashamed or humiliated. “Many students and teachers report being damaged by their dance education,” she reflects. “I sincerely hope that this changes with young teachers learning how to teach with respect and kindness.”

For young dancers aspiring to a professional career, Lindsay offers invaluable advice. “I would guide students towards always having a plan B and C as professional dance is a tough area in which to secure a contract,” she advises. “But if a professional career is their dream and passion, and they have the work ethic, then I would guide them to have a go.”

Lindsay encourages students to find a school that aligns with their values, emphasising the importance of being supported throughout their training. “Bigger schools are not always better,” she notes. “Go where you are wanted and where you feel you can achieve and be supported.” She concludes with a reminder: “Always remember what it is about dance that you love.”

Lindsay Ellman-Brown’s contributions to the dance education community are immeasurable. Through her teaching, mentorship, and advocacy, she continues to shape the next generation of dancers and educators, fostering a culture of kindness, respect, and excellence in the classroom. Her legacy is one of compassion and precision, ensuring that every student who crosses her path is not only a better dancer but also a more confident, self-assured individual.