Catherine’s line of questioning reveals my motivation for blogging, gets into the nitty gritty of my work-at-home routine, and uncovers a few surprises. Most importantly, you will learn how to pronounce my crazy last name!!

So, head over there by clicking on the 4dancers button below….. while I head back into my hole for a few more days!

Related Posts

1. Teacher’s Top Three: Music for Adult Ballet
2. Answers to Your Questions About College Dance
3. America’s Best Dance Studio Contest 2010
4. 1, 2, 3 Reasons to Check Out 4Dancers
5. Featuring… Yours Truly

© Nichelle (admin) for Dance Advantage, 2010. | Permalink | No comment | Category: Asides, Blog, For Fun

Current Sponsors

Your link here! -- Find out more

From my family to yours,

Wishing you the very best for this holiday season. May you enjoy a happy, healthy, and truly spectacular new year! Thanks for joining me as Dance Advantage dances into 2010!

Related Posts

1. Sunday Snapshot: Pretty in Pink
2. 3 x 12 — The Best of Dance Advantage 2009
3. What Is Artistry and How Do I Develop It?
4. Evolution of Dance Evolves
5. Dance Where?… Dance Here!!

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides

Current Sponsors

Your link here! -- Find out more

Did you know that I accept submissions for guest posts and contributions here at Dance Advantage? You don’t have to be a fellow blogger. You don’t have to be a professional writer. You don’t even have to be a dancer. What is required is a passion for your topic and preferably for dance or education itself. I welcome posts from other dance teachers, students, parents, professionals, those knowledgeable in related fields, or… I don’t know, surprise me! Why? Because I don’t know everything (oh boy, is that true!) and because I believe in sharing ideas, presenting a wide variety of perspectives, and learning from one another.

So here’s the thing, if you think you have something to say on a particular subject, let me know! Can you use the exposure to promote your blog, website, studio, product, etc.? Sure, your byline is a great place to do that. However, refrain from scattering self-links throughout the post. Content here should always be informative and useful to the reader, first and foremost. When I write posts, I write as someone who has been (and still is) on the other end of things, searching for tools and tips that will improve the work that I do as a teacher, as a writer, as a dancer still learning, and as a parent. If you think you can do the same, then let’s chat.

Do I have to have an article ready to show you?

Not right now. We can talk about what you’d like to write about first and make sure the topic is a fit for this blog. I’d hate for you to do all that writing for nothing. BUT, feel free to just send along a submission if you like. I’ll be happy to consider it. I don’t publish my e-mail address here because it helps to keep my inbox clear of spam. So, it is best to make contact first and let me know you’d like to send something.

Will everything submitted make it onto the blog?

Nope. Here are some guidelines that will improve your chances, though: Submitting a Guest Post. If you are new at the whole blog-writing thing, I can help tweak a post that contains good information. If the article or concept isn’t right within the context of the blog, however, there’s not much I can do.

Can I contribute regularly or just once?

That depends. You are, of course, welcome to submit more than one post and to do so whenever the moment strikes. I’m open to forming relationships with those who have an interest in a recurring role. I’d rather this happen organically. I don’t have any positions that I’m trying to fill, in other words.

Suppose you accept my article, will I be paid?

Sorry, but no. Guest appearances can help bring awareness of your site or business to my readers. And you’ll be “paying it forward” by sharing your expertise.

What kind of articles are you looking for?

Primarily, posts must be relevant to the core audience of the blog (it helps if you’re familiar with what goes on around here). Beyond that, the sky is the limit. There is no age limit or qualifying experiences required so write about what you know. If you are a student, feel free to write from that perspective. If you have an experience to share that would benefit others, let’s hear it. If you know how to do something, guide us. Don’t be afraid to write with your own style but take note of the positive tone of this blog.

I’m in!! How can I contact you?

Just fill out the form on the Contact Page. Put “Guest Post” in your subject line. This helps me keep track of submissions, increasing your chances of getting published.

Also, please don’t submit without reading the page which is linked above, or here (for your convenience).

Thank you! I look forward to reading your submissions!

Related Posts

1. 3 x 12 — The Best of Dance Advantage 2009
2. Teach-a-thon Coming Soon!
3. Teach-a-thon: Questions
4. Dance Where?… Dance Here!!
5. Dance Advantage Interactive

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides, Blog, Featured, Media

Current Sponsors

Your link here! -- Find out more

Congratulations to…

Amanda D., Heather, and Isabelle – winners of Music for Movement and Imaginations!

Mary Susan, Karen, and Sarah – winners of Ballet Studio Inspirations: Volume Three!

Amanda L., Jill, and Angel – winners of The Garden Within!

I am so happy to be sharing this great music with you!

If you did not walk away with a CD this time, be sure to check out Richard’s website (click the image below). You can preview many of his tracks and make purchases online. Plus he’s got even more new music on the way, so bookmark his page! Also, stay tuned here. There will be other chances to win in the future as I explore opportunities to give away free stuff to readers! Yay (look out Oprah lol)!

Related Posts

1. Organic Relief: Relax Pack Review & Giveaway
2. Let’s Get Moving! Giveaway Winners
3. Richard Maddock Music — CD Review and Giveaway!
4. Five Favorites: Music for Children’s Dance Classes

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more

Some things you should know…

The articles and content are still here and at the same URL’s as before. Most of the changes have been cosmetic.

The enhanced navigational elements of this design are the feature that I’m most excited about.

• It seems a simple thing but, when you click on the Dance Advantage logo in the header, now you’ll be taken to the home page.
• Below the header are the primary navigation links which were at the top of the old design. Notice the fancy schmancy drop-down menus for subpages!
• Just beneath the main navigation bar are links to the blog’s major categories.
• The subcategories are accessible too! For instance in the “Toolbox,” you’ll find posts about performance, music, technique, and more!
• The home page now features boxes that display the most recent posts in three very important categories – For Students; For Teachers; For Parents. It’s all about you, after all!

Why is this so exciting?

Because Dance Advantage covers a wide-range of topics within dance education.

Previously visitors to the blog would see the most recent posts but had to dig deeper for posts that were directly related to their interests. For example, parents visiting the site may be looking for tips on finding a good studio or supporting their young dancer. If the most recent posts are geared to teachers or students, a parent, seeing nothing that pertains to them, will leave and miss relevant information. The navigational changes ultimately make the blog more user friendly for those looking for something specific.

So, if you are new to the blog, a recent subscriber, or just passing through. Feel free to explore!

I look forward to your thoughts and comments on the new design below.

Related Posts

1. Back to School 2009 — Teacher Edition
2. Facebook Privacy How-To: Maintaining a Student/Teacher Relationship
3. I Squidoo, Do You?
4. Dance Advantage Interactive

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more

Garrett Smith; photo by Trent Nelson

At 20 years old, Garrett Smith is a recent graduate of Houston Ballet’s Ben Stevenson Academy and already an accomplished performer and choreographer. As a member of Houston Ballet II, Houston Ballet’s pre-professional company, he has toured internationally to places like Budapest and Japan. In addition, Garrett has set four works on HB II, often doing double duty as dancer and dance-maker.

Even before being awarded a scholarship to the Academy in 2006, Garrett’s ambition and dedication won him numerous honors. Originally from Riverton, Utah, he has performed off-Broadway and in the opening ceremonies of the 2002 Summer Olympics. Garrett is a national title winner of the New York City Dance Alliance competition, awarded in the Junior category at age 13 and selected as Teen Male Outstanding Dancer at 16. And, as an NFAA youngARTS winner, he was one of 20 students selected as a Presidential Scholar in the Arts in 2007. And those are just his dance achievements!

Clearly, on the fast-track to a bright future, Garrett took some time to talk with me about his early training as a young man in dance, his passion for choreography, and what lies ahead for him.

Dance Advantage: You began dancing at age 9 but you didn’t start with ballet. What prompted you to try dance in the first place and why did you decide later to give ballet a try?

Garrett Smith: Sports just weren’t doing it for me so I tried tap, jazz, and hip hop. I loved it. I was silly at age 9 wanting to be famous. I thought if you were a jazz dancer, it meant you were dancing on screen with the Utah Jazz [laughs]. I tried ballet because the studio I was attending was dying down and I switched to this great ballet school in Utah called Jacqueline’s School of Ballet. I changed so much there, as did my opinion of ballet. I guess I never knew what ballet really was until I was in a correct ballet academy.

DA: As a young man with an interest and passion for dance, have you ever experienced teasing or taunting by peers or pressure to not be involved?

GS: Ugh, yes! From 3rd grade until 9th, it was pretty bad. I came home crying some days. But, through the years I improved and realized that I was going far at a young age. I knew what I was doing with my life, unlike the boys who called me names.  The teasing made me work harder to prove them wrong and to be successful. When I went to Europe at age 13, I realized that they were so wrong because I was having so much fun dancing.

DA: In your opinion or experience, how important is it that boys have male teachers to inspire and encourage them?

GS: It is very important. In my training it made the world of difference. I had to leave my home to train in a place where boys were better than me. It was nice when I was the only boy getting all the attention but, at some point, you need competition to compare yourself to. And you need teachers that understand a male dancer’s body and how a man needs to dance on stage – jumps and partnering in particular.

DA: How did you balance school and other activities as your study of dance intensified?

GS: I was born into a religious family with great values. My mother taught me that I am a young man that dances, not one being raised to be a dancer. As my dance training became more serious throughout high school, I tested out of gym classes, left school early to drive down to rehearsals, and I did my whole senior year independently. I think that a normal upbringing in public schools, developing social skills, and being raised with values and good morals helped me balance my life as a young man and dancer.

DA: Do you feel you missed out on anything by making the choice to finish your high-school education from a distance?

GS: No, I don’t feel I missed out on anything really. I think that I was pretty normal for going to most all of my schooling, church activities, and doing drama and musical theater performances outside of school. My drive comes from my love of art and doing what I do best. Wanting to get better and better and seeing the improvement over the years, the amazing places I go and friendships I make, gives me the motivation to continue on this path to becoming a dancer.

Garrett Smith; photo by Trent Nelson

DA: You’ve been an honored recipient of awards in nation-wide competitions and arts programs. As a result you’ve worked and taken instruction from some of the world’s most renowned professionals. Not every dancer reading is interested in pursuing dance at this level but many do participate in conventions and competitions. How might students at any level make the most of master classes or other experiences which take them beyond their home studio?

GS: When you are at any type of dance convention, it’s important to watch others and observe how the teachers move their bodies. Listen to what the teachers’ motives are behind the steps. Also, don’t be afraid to get in front of the group of dancers and show yourself. Be confident but be open to correction and adapt to change. The right way to dance a step might not always be what you learned at your local studio.

DA: What did you take away from your experiences at summer programs like School of American Ballet and Pacific Northwest Ballet?

GS: I was introduced to great dancers from all over the world. I learned a lot about myself. I learned that I was a little behind in my men’s technique and partnering. I was so skinny and weak but, I was more versatile than most any dancer I came across because I had opened myself to a wider vocabulary of movement. Maybe they could to a triple tour, but I could tap, sing, play the piano, choreograph a ballet, I knew hip hop, and was successful with most any contemporary ballet thrown at me.

DA: What advice would you give to a dancer that is seriously considering either a short-term or long-term continuation of their dance study away from family and friends?

GS: I think that when you are young, it’s scary to think of moving away and being alone, but now I wish I could have moved away to train earlier! Away from my family, I depended on myself to cook, do schooling, and it was all up to me in the end. Nobody but me was getting myself out of bed to class. That’s how I knew that I was really serious about ballet!

My advice to other young dancers is to just be honest with yourself. Don’t go for any other reason than for yourself. Friends should not be the reason you are going, you are not there to party, you are there to work. If you know you want this, then when you are mature enough and ready, go to the schools that will benefit you the most, even if it happens to be in another country.

DA: You were awarded a scholarship to attend the Houston Ballet Academy through Youth America Grand Prix and you’ve continued with your study there. What’s made the Academy a good fit for you?

GS: Over the past three years I have become a strong partner. I did the pas de deux in the Spring Showcase this year which means so much to me because I never thought of myself doing this kind of role before. I had other offers before Houston, such as PNB, and the Kirov, but I decided Houston Ballet’s Academy would be the best fit because of the diverse training that is offered. They have great men’s technique here, really good jazz and modern class, character, pilates, and a very well taught pas de deux class.

Most important for me has been the multiple choreographic opportunities that have come along, for which I am so grateful. It all started with the Houston Ballet’s summer program workshop, American Festival for the Arts (AFA). You have two weeks to work with dancers to set your own piece. You even get to costume it and light it on stage. It is really cool. This is what made me realize, “Wow, I love this!”

DA: Your work has become a fixture at the Academy’s Spring Showcase. Tell me a little bit your last piece, “Of Opposing Nature,” your creative process, and inspiration for the work.

GS: Jiri Kylian, David Dawson, and Stanton Welch are all great choreographers in this generation, and they all inspire me. For this piece I experimented a little bit more with lighting ideas. There are 7 movements in the ballet and I have used amazing music by Vivaldi. The work is for 5 men and 3 women. There is a conflict between the men and women, as well as connections, diversity, discovery, and subtle romance. After working long and hard for the piece this year, I was very excited for its premiere.

“..unique with an appealing unpredictability. The dancers slid and skidded along the floor, carving through the space with large, dynamic movements, and then a flick of the wrist, a moment of measured restraint or stillness, swiftly changed the mood. An unusual costume device utilized by the five male dancers featured fabric extended at the neck like a scarf. Whether stretched over the face or ferociously wiggled, its use illustrated Smith’s creativity and willingness to take risks.” – from my review of the 2009 Spring Showcase

DA: Okay, big question, I heard you may audition for So You Think You Can Dance? Is this still a possibility?

GS: I won’t be able to audition because I now have a contract for the 2009-2010 season with Houston Ballet!

DA: Assuming you’re a regular viewer, what do you think is different about watching dance on television as opposed to seeing live dance performance?

GS: I still always watch my friends dance on the show and never really miss an episode. That is the kind of dancing I grew up with. It is just disappointing that it has become so much about hip hop and sex appeal. I think ballet needs to be better respected and given some credit on the show, and done correctly. I guess that is what is different about America watching dance on TV rather than live.

DA: You’ve done so much for someone a mere 20 years old. Where do you see yourself in 5 years?

GS: I see myself in my dream company, dancing awesome parts in amazing ballets, working on new masterpieces, hopefully for Houston Ballet and other companies. Maybe getting married [laughs].

If there’s anyone that could do it all…! Thanks, Garrett.

Related Posts

1. DVD Review: My First Ballet Collection
2. Sweet Exchange with a Sugar Plum Fairy
3. Gracing the Stage — My Interview with Houston Ballet’s Joseph Walsh
4. Way More Than Dance: Anaheim Ballet on YouTube
5. Houston Ballet’s Got The Nutcracker Covered

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | One comment | Category: Asides, Blog, Dance Companies, Featured, For Students, Inspiration Strikes, The Dance World

Current Sponsors

Your link here! -- Find out more

Photo by Missy S.

What do you do with an unmotivated student?

Ignore them and hope they’ll go away?

Scream or threaten until you’re blue in the face?

Let’s face it. These students have a way of either zapping or absorbing much of your time and spirit. It can be hard to want to pour more of yourself into inspiring these lackluster learners. But, as a teacher, you feel compelled to instill a passion for dance. So, how can you motivate students in a way that won’t deplete your energy reserves?

1. Build Confidence

Frequently, when kids start refusing or resisting something it is because they believe or are afraid they can’t do it (no matter what kind of attitude or brave face they put on). Do your best not to skip over essential building blocks in technique, performance, and artistry and don’t hesitate to take a step or two backward if necessary. Taking things apart or breaking them down into parts allows students to put the puzzle together one piece at a time, slowly building their confidence through things they can do.

2. Just Ask

Sometimes just changing your approach to students can make a difference. Try asking, in a genuine manner, what you can do to make class better for them – “I’ve noticed you don’t seem to like barre very much. Is there something I can do that will make it more fun?” Their ideas may surprise you! Maybe they’d like more upbeat music, maybe they get tired of doing the same exercises all the time, maybe they get frustrated with too many corrections. Consider also offering choices: “Would you like to do pirouettes or jumps today?” Be willing to compromise and open the lines of communication in a non-threatening and inclusive way.

3. Go Figure

Generally if a student is in your class they like something about dance! Make an attempt to discover what that one thing is. This may or may not be directly dance-related. Perhaps it is a portion of class, maybe it is the thrill of performing, it might even be socializing with friends.

• If there is a portion of class the student enjoys, give him/her positive attention and feedback, especially during this part of class.
• If the enjoyment does not come directly from movement, try to remind yourself  that not everyone will feel as you do about dance, and then find ways to allow your student(s) to enjoy the aspects of dance they are most fond of.
  • For instance, if it is socializing they want, make it a point to encourage socializing outside of class if possible (dance studio slumber parties, pizza parties when students earn enough points for behavior in class, etc.)
  • Or, occasionally in class (quiz days where the students can work together on a vocabulary game, 5 minutes to socialize at the end of a productive class, etc.).

Be Crystal Clear

Be clear when giving instructions and be explicit and firm about what you expect from students. Let students know exactly what you are looking for and/or why you are doing certain exercises. If you expect them to get through a class without leaning lazily on the barre then say so when you set your ground rules. If you expect them to work hard for the 60 – 90 minutes they are in class, discuss the rewards for doing so.

Be dependable so that students know what to expect from you. If they are not meeting your expectations, be consistent about not letting them compete, or perform, or remain in class for the day. If you are not sure you have the power as a teacher to enforce these things, talk it over with the studio owner.

Encourage Critical Thinking

Instead of presenting students with conclusions and then offering examples to back it up, try presenting the examples first and let your students draw their own conclusions. “We have a dress code which requires you to wear a leotard, tights, and proper shoes. Why do you think we ask you to adhere to this code?” Or, “I know practicing the same exercises each week can seem boring. Why do you think we do it?” This engages students and allows them to feel like a participant rather than one who is being lectured. As a bonus, this encourages analysis and synthesis skills.

Make Class Sensational

Dance may seem like it is already a very sensory activity, however, watching videos, looking at diagrams of important bone and muscles, manipulating objects that increase students’ understanding of certain concepts or images, using touch or auditory cues — these things make the class interesting and can ignite curiosity and a desire to learn.

Emphasize Mastery of Skills

Designing a method or methods of assessing skills helps students to set goals for improvement. When these goals are focused on clear levels of mastery, students feel less personal risk throughout the learning process. Their self-worth is at stake when their sole measurement is based upon placement in the front row of a dance, medals at a competition, or comparison to others. Many students will give up before risking making a mistake if they feel their value is dependent on these external evaluations of their abilities. Skill-based assessment encourages self-evaluation and motivates from within. (Click here for more on encouraging self-evaluation)

Perhaps you are thinking. Wait a minute, this sounds like an awful lot of work!

Yes, I suppose if you suddenly tried to do all of these things at once it would be. What’s great about all of these approaches to learning and encouragement is that there is no right or wrong way to get started. Change occurs with gradual steps in the right direction. I often have to remind myself of these core philosophies when dealing with uninspired students. Have patience with yourself. Pick one to try with your classes and take note of how students respond.

Shouldn’t students just do things the way I want them to?

Sometimes I think teachers are inclined to believe that changing tactics for certain students or classes is akin to “caving” or “letting them win.” However, these strategies do not require that you relinquish your principles. In fact, they often allow students to see more clearly the reasons certain standards and ethics are important.

Meeting students where they are is much more efficient than wasting your energy trying to drag them along with you. Though these strategies do take effort, they won’t drain your energy, they may even invigorate you! And in the long run, you may find you no longer need to beat your head against a wall, go hoarse from yelling, or waste time threatening or bribing unmotivated students. Class will be easier for you and your students – you’ll all enjoy the process a lot more!

A Note on Playing Detective in Severe Cases

Sometimes lack of motivation can be a product of even deeper issues than lack of confidence. In severe cases, I try to play detective and get a sense for what is going on. Different tactics work for different kids. Sometimes a talk with the parents is needed. Maybe a one-on-one chat with the student. Perhaps it requires comparing notes with other teachers. Occasionally it’s all of the above.

Find out what they’re afraid of or insecure about and try to remove or alleviate the fear factor. Are they feeling bullied by other students? (yes, girls bully too) Are parents putting pressure on them “from the sidelines?” (also see our life as a dance mom guest post – friend or fanatic?) Are they comparing themselves to other students?

Obviously, as a teacher, you may be limited in your ability to help. Sometimes, accepting that there is nothing you can do and suggesting that a negative or severely unmotivated student move on or try another activity is the best thing you can do for yourself, and for others around them.

Related Posts

1. Strategies for Remembering Choreography
2. Class Planning Part One: Developing a Curriculum Outline
3. 7 Secrets of Super Performers (Improving Your Performance Skills)
4. 12 Tips for Teaching Tots
5. Pregnancy and Parenthood in Dance

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | 3 comments | Category: Asides, Blog, Classroom, For Teachers/Studio Owners

Current Sponsors

Your link here! -- Find out more

Related Posts

1. One Feed to Read them All
2. Dancer Universe Polls
3. Dance Advantage Interactive

Related Posts

1. TenduTV Delivers Concert Dance on Demand
2. Your “Face” on Facebook
3. Facebook Privacy How-To: Maintaining a Student/Teacher Relationship
4. Misnomer LIVE Update
5. How to Conduct Oneself as a Professional – Part II

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more

What kinds of responsibilities can you expect? And how can you make the experience a good one for you and the teacher you are helping?

**(see this article for a little info about the origins of the paraphrased quote above)

Responsibilities

The responsibilities and tasks left to assistants may differ from teacher to teacher. However, the following are some general duties that you might expect or that may fall to you should you take on the role of an assistant in a dance class.

• Help with attendance/roll-taking
• Walk among the students as your teacher leads the class,

1. making corrections,
2. assisting a struggling dancer, or
3. correcting students who are misbehaving or not following instructions.

• Lead certain warm-ups or exercises while your teacher

1. handles the above tasks
2. steps out for a moment
3. handles a more severe discipline issue
4. observes you in order to give some tips

• Help children during shoe changes, bathroom or water breaks
• Hand out props or set up items to be used in class
• Keep an eye out for potential hazards like untied shoe laces or poor spacing/awareness while children are dancing
• Be a source of positive and enthusiastic energy in the class
• Keep students on task and focused
• Offer encouragement to dance students during the class
• Help to line up students and to keep them in line
• Lead or participate in choreography/recital dances
• Answer basic questions that parents may have
• Work seamlessly with your teacher by anticipating his/her needs so that together you can provide a fun and supportive learning environment for younger dancers

Tips

As you can see being a teacher’s assistant involves a lot more than just showing up for classes. Your role as an extra pair of eyes, ears, arms, and legs for your teacher is an important one! Here are some pointers on how to be effective in this role and in relationship to the responsibilities above.

• Don’t wait to be asked especially when you’ve been assigned small tasks that are done for each lesson (like taking roll or handing out stickers at the end of class). This is what it means to anticipate. Developing this awareness is important if you want to be a great assistant.
• Be unobtrusive. When you see a student that needs your help or correction, address or pull them aside quietly so that you don’t distract other class members.
• Don’t be a distraction. Follow the lead of your teacher. If he/she is trying to get the class to pay attention, that is your job too. Unless you are leading or teaching, you are there to help keep the students’ attention on your teacher or on what they are doing (not to pull focus to yourself).
• “Sandwich” your corrections between two good things. For instance say something like “Anna, you are pointing your toes nicely, try to keep your knee straight when you tendu. You are being a great listener today!”
• Offer positive reinforcement instead of yelling or complaining about bad behavior. In fact, some of the techniques in this post about teaching tots can help you interact with the kids (tots or not).
• Be prepared and on time. Being prepared can be anything from having the proper clothes or shoes with you to knowing the exercises or dances that you are supposed to lead.
• Ask questions, give suggestions, and save the silliness until after class whenever possible. Your teacher is counting on being able to focus on her class of students without worrying about you (or your behavior) at the same time. You will be the focus when it’s your turn in class.
• Show your enthusiasm without being silly. Use a bright tone of voice (think of sort of making your voice slightly higher) when you talk to the children, use a lot of energy when you demonstrate, and smile a lot. This will show your enthusiasm and still keep the kids focused and paying attention. You can have fun as long as you are not distracting the students from what they are doing.
• Be ready for the unexpected and try to handle things maturely when they do. If you work with very young children you must be prepared for the occasional “accident” and its aftermath. You can also expect that sometimes kids will say some pretty funny or strange things. Again, watch your teacher for how to respond in an appropriate, kind, and respectful manner.
• Know when to refer a parent to your teacher. If you are approached by a parent with a question and are not sure how to answer, don’t make it up. If it seems the parent is upset it is not your job to deal with the problem. If a parent wants you to know why or why not things are being done the way they are, it is best to let your teacher address this. If you are uncomfortable in any way with the question, it is okay to pass it on to the teacher!
• Give corrections and discipline with confidence. Admittedly, it can be kind of strange to suddenly be “in charge” when you are normally a pupil yourself. But even though the children in your class probably look up to you, they are not likely to listen to you if you don’t speak clearly and firmly. Sandwiching corrections and being positive may help you to feel like you are not being mean or yelling. Try to avoid making requests in the form of a question (For ex: “Are you ready to put the props away?”). This gives the impression that they have an option to say no. (Instead try “Alright, it’s time to put the props away!” in a way that sounds as if you are excited to be moving on to the next activity as well).
• Communicate clearly with your teacher. If you have a question, ask at an appropriate time. If you are not sure what is expected of you, don’t be afraid to ask or find out how you can improve.
• Get some sleep. You are probably a busy teen or pre-teen with homework, dance classes, and other activities in which you are involved. If you are well rested you will be more useful to your teacher and be more energetic in your classes (all of them). If you are missing sleep to fit everything in, maybe you should discuss this with your parents and teacher. Adding an apprenticeship to your activities may not be in your best interest right now.

I hope you’ve found these useful. If you have a question or need some advice about working as an assistant, dealing with situations in the classroom, or approaching your teacher, I’d be glad to help if I can.

The lists above are surely not complete. How would add to them?

Let me know in the comments below this post!

Related Posts

1. How To Discuss Problems With Your Studio Director and Be Heard
2. Help! My Child Doesn’t Listen to the Dance Teacher!
3. Back to School 2009 — Student Edition
4. Approaching Your Teacher or Studio Owner
5. Bullying in Dance Class

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | 9 comments | Category: Asides, Blog, For Students, Media, The Dance World

Current Sponsors

Your link here! -- Find out more

In particular, there is a passage that helps to answer a common question voiced by those who view modern/contemporary dance performances – “So, what it is about?”

In our daily lives, we are used to seeing dance, theater, or movies that tell a story, that have a plot, and characters. So much so, that it can be unsettling when we view something that simply doesn’t have any of those things. The link above does not seek to address all of the relative concerns in this matter, but it may give some insight for anyone that may be trying to explain such an idea to a student, friend, or family member, or even seeking to understand or interpret contemporary dance for themselves. Therefore, I thought it was worth sharing with all of you. Here is the link.

As you will see, if you visit the above link, this particular performance will end March 15. I am looking forward to returning to my normal routine, both in life and in blogging but am excited to share this performance with audiences. Feel free to send positive thoughts my way as I enter into an exhausting week of tech rehearsals and performances!

Thanks!

Related Posts

1. National Dance Week — Live Dance Challenge
2. 7 Secrets of Super Performers (Improving Your Performance Skills)
3. Teach-a-thon: Questions
4. Dancer Universe Polls
5. What I Did Over Summer Vacation…

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more

I’ll admit I could have been better prepared for the craziness that was bound to occur with all of these things gong on. And again, I want to apologize for getting behind. I do have some new posts in the works and I am lining up a few guest blogs in the coming weeks. I would like to point you to a few places that may tide you over if you’re missing new posts right now…

Visit the archives: If you’re new to the blog, you may have missed some posts along the way. On this page, you can view look through posts by category, by month, and see a list of the last 50 posts. Also, on the home page, are links to DA’s top (most viewed) posts, and a handy little search box (at the top) to find items by keyword.

A collection of great posts: I read a lot of awesome dance blogs and even if I’m just skimming through my Google Reader, if I find an interesting post, I usually share it. This is a handy little extra that Google Reader provides. All of my shared items can be found on its own little website, right here. (Please excuse the sea creature theme, GR is limited in its choices for design at the moment!) The best part is that you can even subscribe to a feed of these items, using your feed aggregator of choice (click here if you want to know more about the benefits of feed reading, and how to get started).

Follow me on Twitter: Even when I’m not writing much, I usually have a bit of time for Twitter. Why? ‘Cause everything I write must be 140 characters or less! Twitter is called a micro-blogging platform because people write, share, and converse in short bursts. And, when limited to 140 characters, people get to the heart of the matter. Following means that you will be able to see my little updates, write your own, and message me directly. There is a learning curve, but it is a fun way to meet, find, and eavesdrop on lots of people and conversations. You can get top news stories, see what others say about your favorite shows or topics, ask the opinions of others, and even follow a celebrity or two! Still not sure? Click here to learn more about Twitter and here to learn more about DA on Twitter.

Fan DA on Facebook: OK, not quite ready for Twitter? Become a fan at facebook. Since you’re already there, it is an easy way to check up on what’s going on with the me and the blog without having to go to an extra site. I mean, you ARE on facebook, aren’t you?

Related Posts

1. Your “Face” on Facebook
2. One Feed to Read them All
3. How To Create Your Own Dance “Magazine”
4. Dance Advantage Interactive

My Story…

If you have noticed that it has been a little while since my last post, I sincerely apologize. The blog has fallen victim to the pull of some of my other commitments lately. Namely, I am deep in rehearsal mode and will be performing with Houston’s own Suchu Dance the first two weekends of March. I’ve been essentially working part-time hours on this performance project which has also been an adjustment for my family. You may know, I have a very young son with whom I stay at home, so I suppose you could say “homemaking” is currently my full-time gig. Sounds quaint, doesn’t it? I’m sure all of you modern mommies out there know just how big a job this really is.

I am also in career transition mode. This blog is a part of that. As a dance teacher, freelancing in studios, community programs, and other organizations, I spent many hours preparing for classes and physically teaching. I love teaching. However (as many of you are well aware) teaching and having a family life can be challenging. It’s often our husbands/wives and families that pick up the slack, isn’t it? Significant others working tirelessly so that we can afford to be involved with dance (which is not a money-making career… shocking, I know), getting dinner for themselves so that we can bolt to the studio, and unless your kids are coming with you to the studio, perhaps you start to feel like you spend more time with other people’s children!

My personal decision then, has been to transition from teaching being my primary job (lets face it, the performing I’ve done has never been what I’d call income) and move toward writing. I am truly only at the Start square in this game. Therefore, in addition to this blog (which is certainly not income at this point), I have been accepting writing projects elsewhere to get my foot in the door. The great thing is that so far all of my writing has still been about dance! I’ve had the great fortune to review some wonderful performances here in Houston and I am contributing to other dance sites, as well. But all of this, dear readers, is why there’s not been a lot of activity in the last week or so.

So, what’s yours?

We probably all have moments of feeling swamped. I recall that even in high school, when flitting from dance classes, to band practice, to youth group, etc., I felt challenged to keep up with myself! Maybe you’re in this situation right now with recitals coming up. So, let’s hear it: In the comments for this post feel free to vent or wax poetic on why you think dancers get themselves into so much at once.

Related Posts

1. Back to School 2009 — Teacher Edition
2. Guest Post: Keeping on Your Toes — Preventing & Soothing Aches, Pains, and Muscle Strains
3. The School at Jacob’s Pillow
4. One Feed to Read them All
5. Dance Instructors and the Internet Community

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | 2 comments | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more

Happy Inauguration Day, everyone!

I only now realized that my earlier post, I Can’t, was posted on today of all days. A humorous coincidence. Today America has shown that we can and I am so glad that we DID! Best wishes to the first family and specifically to our 44th President who will face many challenges in the years ahead.

Related Posts

1. America’s Best Dance Studio Contest 2010
2. Guest Post: Confessions of a Busy Dance Mom
3. I Can’t!
4. Everything Old Is New Again
5. Pilobolus

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | No comment | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more

Thank you!

Some folks that have been especially kind, helpful, and supportive…

Leslea at NJ Dancers and Uptown Dance

Suzanne at Dance Studio Owner

David at Movmnt Magazine

Nancy Wozny at Dancehunter

Angie at Blog Coach

Cammie at Stripes and Velour

Some sites and services that have been a great help along the way

Wordpress.com

ProBlogger

Twitter

BlogCatalog

Google

The Body Series/Dancing Smart Newsletter

My Tweeps and other dancebloggers

Selly at DanceOutlook

Tonya at Swan Lake Samba Girl

Deborah at Dance in Israel and DanceBloggers.com

Maria at A Time to Dance

M. Butterfly at Notes from Upstage Left

… the many others who have been kind enough to add Dance Advantage to their blogroll or links, most of them can be found on my blogroll (so please check it out).

And a huge THANK YOU to my readers!

Readership has increased over 300% since that first month of blogging. Dance Advantage has come a long way, and I recently published my 100th post! Just for fun, let’s look back at the most popular posts this year.

Top Five Posts for the Year

1. Everything You Ever Wanted to Know About Turnout (Part I)
2. What Is Modern Dance?
3. Creative Dance
4. Encouraging Boys to Dance
5. Improving Pirouettes

Goals for 2009

I have many goals for Dance Advantage but I thought I’d let you in on the biggest one. Plans are already in motion for making the switch from Wordpress.com to Wordpress.org. For readers who have no idea, this means that I will have more control over the look and design of the blog, which will translate into a new look and layout, new features, options for navigating the posts, and more. I am very excited about this transition as I believe it will support my mission to provide a quality and useful resource for those involved in dance education.

If you are a regular reader of the blog, I encourage any suggestions or feedback that will improve this site. I’d love to hear from you!

To all of you visiting this, my first post in 2009, I want to wish you a wonderful, prosperous, and…

Related Posts

1. Excavating the Archives – Don’t Miss These Posts!
2. I Squidoo, Do You?
3. Teach-a-thon: Questions
4. Dancer Universe Polls
5. Dance Advantage Interactive

© Nichelle (admin) for Dance Advantage, 2009. | Permalink | One comment | Category: Asides, Blog

Current Sponsors

Your link here! -- Find out more