I argue that personal style in improvisational dance is, amongst other factors, a matter of the dancers' attunement to sets of affordances. We can use the language and theory of affordances and enactive embodied cognition as a teaching tool to improve our students' improvisational practice. Often when a student's improvisational skill has plateaued, we must change how the student interacts with their environment rather than teaching additional steps or techniques. I argue that when teaching improvisational dance, it is effective to explicitly frame the process in terms of exploration rather than self-expression.