Letting the dance work itself educate the student and conducting related experiential classes is an important foundation on which to build readings, discussions, written assignments, and projects. Dance educators can design the educational investigations to be fueled directly from the art and support the investigation with contextual information. The more information the student can get from expert sources--the work of art itself, the writings and documentaries by artists and dance historians, and guided investigations designed by artist-educators--the more true, engaging, and inspiring the information and the course will be. In this essay, the author discusses ways of constructing an engaging dance history course by integrating aesthetic experiences, participatory activities, live performances, videography, and experiential dance classes throughout the course.