This article aims to raise awareness among practitioners about how small adjustments in presentation can optimize modeling in dance for individual learners and increase the satisfaction of students who enjoy dancing. Our reflections are based on the first author's experiences as a teacher and performer and in response to semistructured interviews that we held in a study with beginner dancers using video modeling to practice the rhythmic ginga of capoeira. As in our dance technique classes in a university environment, the video modeling in our study was guided by minimalist verbalizations using explicit or analogy instructions with augmented cuing to key aspects of the to-be-learned dance movements and by offering different views of the model even when no cue was provided. We understand modeling as a meshwork created by the teacher to guide the student's focus of attention, promoting an easier capture of key information in different dance learning scenarios.