The aim of this study is to begin developing a method that contributes to the advancement of danceliteracy at an early stage of professional dance education. The research questions are: How can awareness of, and curiosity about, the historical and aesthetic development of dance, both in practice and theory, be cultivated in dance-educational environment, and is it possible to do so already within the framework of a warm-up class? What tools are required to structure and bring to light the discourses and conversations that have shaped the aesthetic divisions and transformations within the Western dance and choreography field, both historically and in its ongoing expansion? If the dance archive, including techniques and repertory, is understood as a material-discursive knowledge apparatus, can it be a tool in bridging past and present? Can it also serve as a tool in formulation of a terminology through which the archive can become a dialogical conversation partner across the diverse forms of dance. As a pedagogue, I implicitly ask: What should, in fact, a future dance-artist be warming-up? The empirical material is collected during a series of five warm-up classes with students and graduates from dance education in modern dance at the Balletakademien in Gothenburg. Through the lens of semiologist Juri Lotman’s theory of the semiosphere, the finding of this study was made visible using the method of pedagogical documentation, drawing from professor in pedagogy Hillevi Lenz Taguchi. The result show that an exposure to reflection on history and aesthetics of dance in practice and theory, already in a warm-up class, can improve a student's knowledge and interest in what dance as an artform was, is and can become.