Giving students, teachers, and parents an edge in dance education
Having addressed the Cervical and Thoracic spines in previous installments, we now turn our attention to the lower three sections of the vertebral column. Learn about the lumbar spine, intervertebral discs, the sacrum, coccyx, and get a quick and dirty list of the 3 big take-away points about ‘the stemb of aplomb,’ the spine.
Of all the spinal sections, the thoracic vertebrae are least capable of movement, however it is exceedingly important to the movements of dance. Lauren of Art Intercepts teaches us about the thoracic spine, its function, and gives an exercise to stretch and strengthen this area of the back for movement and greater aplomb.
The way that a dancer carries his/her head, the length of the neck, and the position of the chin, are pivotal to the overall appearance of grace and poise so necessary in dance. Understand the cervical spine and how it functions to project self-confidence, and improve common mistakes in cambré and carriage of the head.
Art Intercepts’ Lauren Warnecke is taking some of your dancesolutions head on this year. You’ve expressed a desire to improve your technique, avoid injury, and increase flexibility. Look for tips and solutions to help you achieve your goals. Here is a sneak peek and a chance to let Lauren know what you’d like to see covered.
Cou de pied appears to be one of those steps that doesn’t line up with the whole “universal language of dance” idea. The Cecchetti Council’s printed syllabus calls this position “devant on the ankle,” but Ms. Gail Grant, calls it cou de pied. Many, many schools and teachers refer to it simply as “coupé” and do not differentiate between coupé the step and coupé the position.
“Rarely do we stop to consider the idea of not dancing, or having a plan B if it doesn’t work out. I always considered myself a careful dancer, if not a rational one. I am meticulous about technique and proper form to prevent the chance of injury, but when the occasional sprained ankle or ingrown toenail came up my instinct was always to dance through it, or “walk it off”, as the saying goes.”
Every jump in ballet is preceded by a counter-movement, namely, a plie, and this is exceedingly effective in getting more height out of a jump (try jumping from straight legs and see what happens), not to mention protecting the achilles tendon from injury. In fact, people have studied jump height and found that maximum vertical height in a jump is higher using a counter movement than not (3). So it makes sense that we bend our knees before jumping.
While the image of a rubber band is useful in demonstrating the elastic nature of muscles in the stretch reflex, it’s not always as simple as the stretch/recoil and stretch-farther/less-recoil that we gain from thinking of muscles simply as rubber bands.
If you are stretching with the goal of long-term changes in your flexibility (for example, you can’t do the splits and would like to), save your stretching routine for after class or between barre and center when your muscles are “warm.” Generally speaking, both of the stretching techniques above have acute (short-lasting) effects on your range of motion before activity, but don’t really increase your overall flexibility.
“Get up on your leg”… Teachers have a habit of saying this when students are “sinking” into their supporting leg while balanced on one leg. How can you correct a sinking hip and what are some ways to rephrase this common dance teacher-ism.
Most dancers (especially American dancers) are trained in ambiguous combinations of techniques that generally come from whatever their teachers learned from their teachers. The fabulous thing about this program is that there is no ambiguity. There are answers for everything, no shades of gray, and very little room for interpretation. Since some of the greatest dancers in history passed through Cecchetti’s own hands, he was obviously doing something right.
Most teachers likely agree that demonstration and practice are critical to the success of dance students, but to what extent should the instructor encourage doing over watching or vice-versa? Two research studies involving young children learning complex dance movements support every dance teacher’s belief that modeling as an instructional tool is especially important in learning motor skills, especially with younger children. Furthermore, it’s a good idea to demonstrate as fully as possible, especially with beginners and young children, if you want them to get the most out of your demonstration.
