Five Ways Postmodern Principles Can Positively Impact Your Studio

What studio wouldn’t want their dancers coming out more versatile as dancers and more open-minded as people?

Whether adding an improvisation class, a creative composition course, or just exposing students to performance and video, incorporating postmodern dance principles into your studio structure and course offerings is a step in the right direction for developing more well-rounded dancers and standout dance studios.

But where is postmodern dance in studio instruction?

It is a commonly asked question in today’s growing dance world.

Most studio dancers have been exposed to the traditional course offerings of ballet, jazz, and tap dance. They are familiar with ballet terminology, tap dance sequences, different forms of hip-hop, contemporary dance techniques, and even know how to use “spirit fingers” if the opportunity presents itself.

With a wide variety of dance genres being offered at commercial dance studios around the country, there is still a noticeable absence of modern and postmodern dance techniques available for young dancers to explore.

Dance Professor Katie Langan of Marymount Manhattan in New York says “Rarely do my faculty or I see an audition solo for entry into college that is modern-based, despite the emphasis on modern dance training in undergraduate BFA/BA curriculums… This scenario repeats for any number of students who come to mind and plays out in colleges and universities across the country.” [Dancer Magazine, March 2008] She acknowledges that students auditioning for college dance departments are often coming equipped with ballet, jazz and competition dance experience. Few are coming in with a firm grasp on modern and postmodern dance principles because most commercial studios do not expose their dancers to modern dance.

Some common reasons studios might not include postmodern techniques in their course lineup:

• Commercial dance studios value a different aesthetic
• Belief that dance studio students are not interested in learning modern techniques
• An absence of studio owners or teachers with postmodern dance experience
• Belief that there is no benefit or application for professional ballet, jazz or commercial dancers

The exposure to postmodern principles and technique has so positively affected my experience with both commercial dance and concert dance that I would recommend that studios add it to their course roster. Young dancers who gain an early exposure to the world of post modern dance are only at an advantage in today’s competitive dance market. It will prepare them for careers as professional dancers or for success in a college dance department. The reality is that modern dance principles are gaining popularity throughout the dance world.

Katie Langan agrees. “Ideally, I believe modern should be in every dance curriculum no matter the final goal. Furthermore, it should be offered at all levels of training, despite the difficulty in translating some of the complex principles at a beginning level for children.”

Give your students the advantage they’ll need in their professional and academic pursuits by implementing post modern principles into your program. Here’s how…

5 Ways Postmodern Dance Principles Can Positively Impact Your Studio.

1. Creates a sense of individuality
Postmodern dance is more about discovering your own unique voice through movement than imitating an already prescribed aesthetic. While most studio class offerings ask students to replicate shapes, tricks and routines, postmodern dance asks students to explore their own movement vocabulary through dance improvisation. Having students explore movement from a “personal place” can enhance their sensitivity towards dance and help them find new meaning and joy through personalized movement.

2. Promotes creative composition
Have you ever had a student say, “I don’t know what to do next!” when choreographing? Postmodern dance principles promote a sense of creative choreography in young dancers. It leans them away from relying on familiar steps or classroom exercises to constitute choreography, asking the dancers to improvise new movement, try out new ideas, and think about choreography as an ongoing creative process versus an end result for show.

3. Focuses on process over product
While every studio wants to have their students perform at a high level, most end up putting pressure on students to deliver an impressive end product. With a postmodern approach to studio directing and classroom instruction, students can feel free to enjoy the process of rehearsing, choreographing and training as much as the final outcome. Traditional students put all of the emphasis on the performance day, the big year-end recital, or the national competition. Postmodern principles require that dancers and instructors engage in the process of creating new work, not just look forward to the end product.

4. Promotes a balance between artistry and technique
Postmodern training encourages dancers to be more than mere technicians and helps to develop living artists that have emotions and individuality on stage. Excellent virtuosic technique is great to have, but so is a sense of self and a true “identity” while performing. Most dancers can channel familiar emotions of happiness and sadness. The postmodern approach to emotion is one of discovery, requiring dancers to move from a deeper level and tap into real emotions and experiences. This approach can help set your studio dancers apart from “everyone else” in the large and rather competitive dance world.

5. Lessens the fear of competition
Speaking of competition, in case you didn’t know—the dance world is full of competition. Not every studio participates in organized competitions, yet owners have to work to get students in their studios, solo artists have to compete for grant money, and dance companies compete for funding. In fact, there are elements of competition in just about every aspect of dance. Post modern dance tells us to think of competition as a chance to share yourself with the world. Young dancers given the opportunity to show their talent, drive and passion to the world while others do the same develop a “sharing” approach to all aspects of dance competition making it seem less scary to the young dancer. With the absence of fear, students have a better shot at performing to their full potential—whether that happens to be a national competition, admission to a college dance company, or even secure funds for an artistic endeavor. Post modern dance celebrates creativity and uniqueness. If dancers can learn at a young age that it is okay to be unique, they will have less fear, anxiety and self consciousness when approaching “competitive” situations. In turn they will feel eager to share their unique gifts with the dance world. This type of confidence and sense of self is priceless for an aspiring dancer.

Do you incorporate postmodern principles or techniques into your curriculum? Why or why not?

What are other ways postmodern could benefit studios?

Answers to Your Questions About College Dance

Prospective college students have a lot of questions!

Of course you do! You are making important decisions regarding your future. Not to mention the transition from high school to a university is one of the largest leaps you’ll ever take. Dancers that want to continue their dance education at the college level have their own unique concerns. The number of questions you have about auditioning, health and nutrition, expectations, and more may feel overwhelming but there are plenty of resources online to help!

I’ve taken some time recently to look at two websites that I think any aspiring dance major should pay a visit. The logos are a bit cliché but the contents are high quality and will answer many of your questions about college dance.

DanceU101

The magazine’s of Macfadden Publishing, which include Pointe, Dance Magazine, Dance Spirit, and Dance Teacher, have funneled tons of relevant articles into this college dance hub. Not to be missed are the FAQ’s, where experts answer your questions about what it’s like to be a dance major or study at a conservatory, the application process, and financial aid. Or, you can visit the forum and gather answers to your questions. There is a lot more here, too, from articles on dance careers to highlighting individual college programs and dance departments.

Stay informed with Twitter: @DanceU101

Dance(212): the college years

The same folks bringing you DanceU101 have produced their own take on reality TV. Last summer they debuted the online video series Dance(212) which gives insight into the lives of real dancers. The second season is just beginning and this time the 5 young dancers are college students studying dance in New York City’s top dance programs. You’ll have to stay tuned to see how things unfold for these dancers but it is sure to offer a window into life in the dance department.

Stay informed with Twitter: @Dance212

The Dance Advantage College Guide

Of course, I have to mention that here at DA, the college dance experience is a stone not left unturned. As a dance department alum myself, I’ve offered articles on how to select the right program and also plenty of useful tips which come directly from my first-hand experience. You can find contents and links by checking The College Guide. I’m also happy to try and answer any questions you have so feel free to contact me if you can’t find what you’re looking for on the site.

You can follow me on Twitter too: @danceadvantage

More College Links

• College Parent Central – written by a parent and college teacher, this site is aimed at preparing parents and students for every aspect of college life.
• MyCollegeGuide – the magazine’s online hub
  
• Unigo.com – “students tell you what the colleges won’t”
• MoreThanGrades.com – create a customized profile for review by college admission officials

College Students,

Are you interested in writing about dance or your college experience? Dance Advantage is always looking for real dancers that can share their first-hand knowledge and observations. If you think you’d like to gain some writing experience and get published here on the site, learn more about the process here and contact me with your ideas!

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Guest Post: 10 Credits Dancers Take With Them to College

Today’s guest post is courtesy Vicki Nelson. She and I connected over blogging but discovered a shared appreciation for dance. In addition to her professional experience within higher education, Vicki is the parent of two post-college daughters and one daughter currently in college. She studied dance for many years herself and enjoyed being a dance mom for 18 years. With this article, she’s put into words what a credit dance education, and arguably the arts in general, can be to young adults entering college.

Dance Education May Lead to College Success

As the mother of three daughters, I have spent 18 years as a dance mom. My daughters loved to dance. Each girl took ballet and jazz and one daughter added tap to the mix. We spent a lot of time at the dance studio! Two daughters have now graduated from college and the third is not far behind. No one dances any more.

Was it all a waste of time, money and energy? Of course not! My girls had fun, and learned to love and appreciate the arts. They gained a bit of grace and became more comfortable with their bodies. They made new friends. They had a great role model in their teacher. None of us regrets a minute of the time spent dancing.

However, I’ve come to realize that there are even more important benefits of growing up studying dance once students head off to college.

Qualities Successful Dancers and Students Share

As a college professor I work with college students every day. I see the qualities that successful students have, and I see the qualities that the less successful students lack. I believe that the dance education that my daughters received helped to reinforce many of the important qualities that made them successful in college and will help them succeed in their lives. I’d like to suggest ten of those qualities here.

1. Time Management

   This may be the single most important quality necessary for success in college. Students who know how to plan ahead, organize, and balance their lives are the students who succeed. Children who grow up adding dance to their weekly activities, especially those who may take several classes each week, must learn to manage their time. They learn to balance, to prioritize, to multitask, to make choices and sacrifices. These lessons will definitely give them an advantage when they get to college.

2. Discipline

   Anyone who has ever taken a dance class knows that it requires discipline. It requires discipline to show up to class, to control your body, to practice, to focus on the teacher. It requires discipline to give up other things to make room in your life for what is important to you. Students learn, and are able to practice, the discipline of making and following through with choices. When faced with choices in college, these students will be prepared.

3. Passion

   

   Photo by ssanyal

   Students who are involved in a dance program have the opportunity to pursue something that they love. In following their passion, they experience the benefits and the satisfaction that comes from following your heart. Hopefully, when they get to college, they will follow a passion for something – whether or not it is dance. They will commit to something simply because they love it – not necessarily because of a class, or a grade, or a career move. Loving something that you do is important in keeping balance in your life.

4. Commitment

   Dance students learn that doing anything well requires a commitment. That commitment takes time, energy, sacrifice, and follow-through. Dancers learn to stick with something. You cannot become a dancer over night. It takes time to develop as a dancer. College students, too, need to recognize that some things take time to develop and require a commitment of time, energy and sacrifice. In this often commitment-phobic age, students who know the value of commitment will make a difference – for themselves and for others.

5. Hard work

   Dance is hard work. As much fun as it may be, as fulfilling and satisfying as it may be, as good as it is for the soul, it is hard work. Dancers learn how to put in the hard work to achieve something. They are not afraid of doing something difficult. They know that they need to tackle a difficult task (or step, or routine) and break it down and work at it. Many college students worry about hard – hard courses, hard instructors, hard majors. Students who are willing, and able, and unafraid, to take on challenges achieve more.

6. Technique

   

   Photo by bombarosa

   Dancers spend much of their time learning to perfect, or at least improve, their technique. They know from experience that doing something well often happens because of all of the small details. A good dancer knows that a beautiful dance grows from good technique. Details matter. Details add up. Details take hard work. Paying attention to the smallest of details can make the difference.

7. Skill-building

   Dancers understand that there is always room for improvement. No matter how long you have been dancing, no matter how good you are, no matter how clearly you understand a step or how instinctive a move has become, there is always room for improvement. Dancers learn that you never stop growing in your ability, that there is always somewhere to grow. In college, they will continue to strive for something more.

8. Criticism

   Dance students understand that criticism is not a bad word. They understand that true criticism means helping someone find the best in themselves by giving them feedback. They understand that criticism is good and that good criticism helps them grow. They understand, because they have heard it being given for years, how to give good criticism to others. College students who are able to receive – and use – criticism will gain more from others. College students who know how to constructively criticize others – positively, specifically, non-emotionally – will be able to help others.

9. Creativity

   Dance is not technique. Dance is not skill. Dance is not discipline or hard work. Although all of those qualities are required, dance is ultimately a creative work of art. Dance students begin to understand that they have something within themselves that they bring to a dance. Dance students begin to understand that dance is greater than they are. It is the ultimate unity of the music, the choreography, the technique and the soul of the dancer that creates the dance. Dancers learn to tap that creative energy within themselves – and they will bring that creativity to all that they do.

10. Self Investment

    Ultimately, dancers learn to throw themselves completely into whatever they do. They blend the physical, the mental, the emotional, and the spiritual into a greater whole. Students who head off to college understanding, and having experienced, this totality of themselves will be better able to seek and maintain a balance in their lives.

My daughters no longer dance – although I continue to hope that they may return to it some day – but they have reaped countless benefits from their dance experience. The life lessons which they have gained gave them a head start in college – and in life. Current dance students may not yet realize that each time they lace up their pointe shoe, or take their place at the barre, or practice just one more pirouette, they are preparing themselves for life.

Vicki Nelson currently teaches communication at a small liberal arts college and has more than 25 years of experience in higher education as a teacher, academic advisor and administrator. She founded College Parent Central, a website designed to help parents navigate through the college years, to give parents information about how to be productively involved in their student’s college life while finding ways to allow their student to gain independence. Visit Vicki’s website at www.collegeparentcentral.com or contact her at vnelson@collegeparentcentral.com.

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Parents, Which Type of Helicopter Are You?

I’m a fan of College Parent Central, a blog mainly written for parents of college students. Blogger, Vicki Nelson recently did a three-part series about “Helicopter Parents.” As I read the articles, the dreaded term “stage mom” came to mind. Parents of university-bound students are not the only ones who “hover,” and therefore, Vicki’s positive message about redefining and examining parental involvement in a child’s life certainly has applications in the dance world. So, I thought I’d share these articles with you – just follow the links below. Enjoy!

Affirming “Helicopter Parents”: Redefining the Title

This is the first of three posts that consider the concept of college helicopter parents.  The concept is certainly not new, but it warrants continual examination – and sometimes redefinition.  In this post, we look at the definition of helicopter parents, as well as some of the motivation behind parental hovering.  In our next post, we will examine who helicopter parents are and how they operate, and in our final post, we will consider the consequences of helicoptering and suggest some possible ways in which parents might hover productively.

Is all hovering bad? What are the negatives? The positives?

How involved should a parent be in a child’s dance education?

What are the indicators that a parent’s hovering is producing negative results?

Parents, students, and teachers, I welcome your thoughts on the subject!

How to Write an Observation Paper or Critique

Those of you studying dance academically at the college or high school level have probably been  (or will at some time be) asked to express in writing your reaction to a dance performance. These essays go by many names (observations, critiques, reactions), however, the format is generally the same – two pages of double spaced… what?

What am I supposed to write about? How do I describe movement? What should I be looking for when I watch dance? How should I format the paper? What is expected of me?

A Guide to Writing Performance Reaction Essays

Preparation and Recording

1. Read articles, class material, and descriptions of the dance company, artist, and/or dances you will be seeing. This little bit of additional knowledge can go a long way in helping you watch and write about the performance.
2. Arrive early to the performance and read through any program notes and biographies
3. Keep a writing utensil handy to record notes in the program or in a pad of paper
4. Record keywords and phrases regarding what you see, feel, hear, and experience
5. Do not judge your own perceptions
   
6. Document movements, costumes, music, lighting, scenery, props with descriptive words (adjectives and verbs) as they occur to you
   • Look for shapes and patterns in the organization of movement or ideas.
     • Are certain things repeated? Do the dancers move in lines or formations?
   • Notice relationships between dancers, between objects, between parts of the body
     • Is there distance between individuals or groups of dancers? Does the head follow the elbow in a turn or does the dancer focus outward, beyond himself?
   • Observe your feelings and images that come to mind, and how they change (or not) throughout the piece
     • Does the music make you tense or agitated? Do the movements remind you of popcorn one moment and falling leaves the next?

Structuring Your Paper

1. Look through your notes and recall the thoughts, images, and aspects of the dance of which they were written
   • Are there themes or patterns in your responses?
   • Were your reactions to certain works stronger than others?
   • What stands out as you look at your notes?
2. Based upon this information, determine which dance pieces (one or two are usually plenty), or which aspects of the performance (themes or motifs, costumes, lighting, etc.)  you will detail in your central paragraphs. Three paragraphs is usually appropriate.
3. Consider how you might summarize this collection of paragraphs or the work as a whole. This is helpful in creating your introductory and concluding paragraphs.

Writing Your Paper

Introduction

Include the name of the artist or company in your opening lines. Other possibilities include where and when and even under what conditions you saw the performance.

Set up the following paragraphs (the meat of your paper) with a general thesis statement. This could describe or offer your prevailing opinion of the work overall, and/or mention the titles of the works you are about to discuss. (For more on thesis statements see this article at the George Mason University website)

Observations

Use specific and descriptive language when writing about what you’ve seen.

• Use action words that imply a quality or attribute of the movement (slithered, sauntered, bounded, careened instead of rolled, walked, leaped, or turned)
• Use vivid adjectives to describe qualities of the lighting, costuming, or other elements (cast cheerless shadows, donned gaudy colors and fabrics, carved intricate pathways)

Include your interpretation of how the work(s) develop, how they change in mood, how the themes or mood of the piece is expressed

When offering your opinions of a specific element or how effectively the work is carried out, support these with specific examples from the work (and be wary of attempting to support opinion with blanket statements of belief – “The dancer was astonishing. She was an amazing turner and moved better than anyone else on stage.” vs. “The dancer was astonishing. Her turns had a serpentine fluidity, making her a standout every time she took the stage.”)

Conclusion

Sum up your overall experiences and thoughts about the performance.

Relate what you’ve seen to your study, or describe how the performance affected you and/or others in the audience

Reading, Revising, and Polishing Your Work

1. Read what you’ve written aloud to yourself or a friend. Is your meaning clear and does it read smoothly?
2. Leave the paper and then go back to it, reading and making any necessary revisions. Cut or tighten redundant (repetitive) statements, phrases, or paragraphs.
3. Check spelling (particularly on the spelling of names and titles within the production) and proper punctuation
4. Be sure the paper is formatted to your instructor’s specifications before handing it in

Remember, your reactions, feelings, and opinions are neither right or wrong, however, how well you express these in your writing can vary. Composing an effective observation essay about a performance takes preparation and an openness to receiving the dance presented. Your state of mind when viewing work that is unfamiliar can affect your perceptions so, try to be rested when you watch a performance, clearing your head of to-do lists or other extraneous thoughts.

I hope you find this guide helpful for drafting your performance reaction or simply an assistance as you view dance. For further aid, try this guide to writing dance reactions from George Mason University.

Have you written an Observation/Reaction paper or critique?

If so, what are some things new writers might avoid?

If you are new to writing about performance, what are your questions?

Post them below!

College Bound – Your Career in Dance

Being a university dance alum myself, it is my desire to help new and future college students with their transition to studying dance in a university setting. I have already posted topics on this subject, however, if you are new to the blog you may not know about them so I thought I’d do a little re-post compiling the articles. Also, I’d like to provide you with resources for further investigation. Check out the links at the bottom of this article on Dance as a Career, Scholarships for Dancers, and more.

The College Guide

How to Decide on A College

Topics Included:

• What are your goals? (see also setting goals in dance)
  
• The audition process.
  
• Location, facilities, and campus life.
• If you are concerned about grades…
• Making the transition

Tips for College Part I

Topics Included:

• Technique Classes
  • Trust and Balance
• Rehearsals
  • Get Involved and Be Professional

Tips for College Part II

Topics Included:

• Improvisation/Modern Dance/Contemporary Concepts
  
  • Go For It!
  • The Task at Hand
• Filling in the Gaps
  

Tips for College Part III

Topics Included:

• Theory and Liberal Arts Classes
  • Study and Note-taking
  • Absences
  • Embrace Learning
    
• Take Care of Your Instrument

Dance as a Career

• Challenges in Professional Dance
• Jobs in Dance Companies
• Jobs in Media and Communications
• Jobs in Medicine and Health Care
• Dance Teaching Jobs
• Secrets to Extending Your Dance Career
• From Campus to Professional Life
  
• What Becomes of Undergraduate Dance Majors? (a study)
  

Scholarships and Financial Aid

• Scholarships for Dancers (USA)
• Dance and Drama Awards (UK)
• Jessica Karrat Dance Scholarship Fund (USA)
• Directory of Dance Scholarships (I believe all of these are USA)
• Dance Magazine Scholarship Guide 2008
  

Find a College That Meets Your Criteria

Dance Magazine College Guide 08-09
Dance Department Blogs
I just thought it was interesting that some university dance departments now have their own blogs, so I’m adding these links. Check them out!

• Ohio State University – OSU Dance
• Wayne State University – Maggie Allesee Department of Dance

If you would like to suggest additional resources for dance in higher education (particularly for areas outside the U.S., please post links or information in the comments.

If you have questions about dance in a university setting, feel free to contact me.

The Back-to-School Teach-a-thon is here!!

Read more

A Dancer’s Guide: How to Decide on a College

Recently, I was contacted by a dance parent whose child was considering majoring in dance at a university. This family was taking a very important step in selecting a college – visiting campuses! Any resource for prospective college students will stress visiting a university before you invest your time and money. Here is a good list of things to consider when choosing a school. Below, I’ve included some things you may want to think about as you consider a major in dance at a college or university.

The decision of where to attend college should be influenced by what you’d like to do for a career. Do you want to be a performer in a modern dance company? On broadway? Do you want to teach? If your goal is to perform with a professional company and make a living at it, the more rigorous the technique requirements at your school, the better. If your goal is theatrical in nature, a program with a strong theatre/musical theatre program will be an asset (combined programs will require a smattering of theatre/production classes that will benefit you on this career path). If you want to be a teacher or own your own studio, look for schools that offer more than one teaching course in the curriculum, or better still, look for one with a teaching/pedagogy track, and look into ways you can perhaps incorporate business classes into your coursework. If you’re unsure which school can get you where you are going, I would suggest trying to find out where alumni from the programs have ended up – get actual names if possible and see what they’re doing. It is a good indicator of where the program will lead you. If you’re unsure about what you really want to do, don’t stress. As you pursue your college education this may change anyway. Look for a school that you feel sure will provide you with a solid education and in which you feel comfortable but challenged. Should you decide that your goals have changed and warrant leaving your school, know that transferring is an option. I myself was a transfer student, and succeeded in graduating “on time” regardless.

The audition process can tell you a lot about what a particular school is looking for in prospective students and what you can expect from the program. Most dance departments require an audition of some sort. Sometimes the audition can be sent via video/dvd, however, most programs will want to see you in person. An audition may determine your entrance into the dance program or it may be a placement audition which helps faculty decide in which technique levels you will begin your study (provided, you meet requirements for general acceptance to the university). Either way, an audition will typically consist of an interview with faculty and participation in a dance class (usually both modern dance and ballet). Some schools will ask to see a performance of choreography either of your own making or set on you by another, but this is more rare. Dance departments who require an audition into their department are usually looking for skillful dancers who will benefit from polishing and perfecting their technique for a professional career in performance or choreography (often these schools offer a B.F.A degree versus a B.A but this is not a hard and fast rule). Those that require a placement audition or no audition at all expect to have varying levels of ability and experience within their classes and provide a less-specialized education for those seeking employment in a more diverse range of dance-related careers.

Other considerations should be the school’s location, facilities, and campus life, and how you feel you will fare within these. If you are a small-town kid, the transition to a large, inner-city school can be quite a culture shock, and visa versa. (This can be a positive or negative.) When visiting campuses, make sure that you are able to see the dance facilities (maybe even see some classes in progress or talk with faculty) and get a feel for the campus in general. Talk to other dance students if you can and trust your instincts. While auditioning for college programs, I experienced both ends of the spectrum. I suffered through an audition before faculty and students who received me with an aloof manner and seemed to eye me with cool distance before auditioning at a school in which I was immediately greeted by a dancer within the department and treated with warmth by faculty members. Can you guess which school I attended? Both are excellent schools but School A was not for me. Some thrive in a competitive environment, I needed to be where I felt welcome and supported in order to succeed.

If you are concerned about grades, as was the parent who contacted me, it is important to know that (assuming you’ve got another year or so to go) you have time to improve. Grades are usually not all a college looks at for entrance, however, poor grades often result in required remedial classes (taken over the summer) – not fun! Right now, you may think that academic work is not as important (or interesting) as the work you do in dance class. However, keep in mind that in the professional world, good dancers are intelligent people that could do anything they want but choose dance. Intelligent dancers are curious and want to learn and grow even in areas outside of dance. High school grades don’t always reflect the potential that lies within many students but it won’t hurt to, right now, begin to practice the kind of dedication, perseverance, and self-discipline that a major (and career) in dance will require of you, and work to bring up those grades!

Making the Transition

Dance in college is different from what most young dancers training in studios have experienced thus far. It requires the dancer to think about dance more academically, begin to see themselves as a dance artist, and explore the art of making/watching concert dance. Young dancers that come from competitive dance (which pursues dance from an athletic or sports-like perspective) sometimes have trouble adjusting to this, but those that make the adjustment can find a rich experience in this new focus on dance and it can reinforce a love of dance that will truly last into adulthood (even if the student doesn’t plan to perform professionally). My advice to young dancers entering a college dance department, is no matter where you decide to study, to keep an open mind and be willing to let go of some of what you have previously been taught and allow in some new ideas about what dance is. If you do this, you may fall in love with dance all over again in college.

A Dancer’s Guide: Tips for College (Part III)

This is the third installment in my Tips for College series. Please see Part I and Part II for more of my thoughts and advice on the college experience. This post will focus on academic classes both within and outside of a dance major, as well as general advice about life on campus.

Theory and Liberal Arts Classes

In addition to classes in which you further your education as a performer of dance (technique classes), as a dance major or minor, you will be required to expand your academic understanding of dance. This is done through theory classes like Dance History, Anatomy or Kinesiology, Music Theory for Dancers, Composition or Choreography, Teaching or Dance Pedagogy, etc. Some of these classes will provide hands-on learning similar to that of your technique classes and some may follow more traditional methods of study (i.e. attending lectures and studying texts). This area is where many promising students struggle, particularly if academics was not their strong suit in high school. I have found that dance faculty often have a more engaging approach than many professors within other realms or specialties, offering more opportunities to explore and discuss topics rather than just talking about them. However, in some subjects, a certain amount of memorization, reading, and writing is inevitable.

Classes outside of your major in a traditional liberal arts setting provide an opportunity for expanding your interests and knowledge as well. Some courses will be required because someone has decided that no college student should enter life without a basic understanding of say, algebraic equations or a second language. In other areas you may have quite a bit of choice as to what type of course you’d like to take to fulfill a particular requirement, so choose classes that truly interest you whenever possible. At some point in your college career, you may be one of the many nameless faces trying to stay awake in a lecture class auditorium or, if you are fortunate, you may be part of a lively discussion in a class of five. No matter what course you are taking and regardless of whether the class is in your major or not, here are some tips to keep in mind.

Tip #7: Develop a study and note-taking method that works for you. In a college setting there can be many additional distractions that you did not have at home so, even if you had a system in high school, you may find it needs some refinement. It is important to know yourself and be willing to experiment if what you’re doing isn’t working. If you know you need quiet in order to process information, for example, the library may be a better location for study than your dorm room. If discussion helps solidify concepts for you, join or create a study group. If highlighters, flashcards, or speaking out loud to yourself works – do what you need to, not what your friend does. Because in the end, while college is and should be a social experience, the “all play and no work” trap that many students fall into is a waste of money and a wasted opportunity to better oneself.

Tip #8: Be present in your classes. Join in when there is discussion, turn off your cell phone, sit up, and listen. You’ll be amazed at how much more you will absorb, lessening the amount of time you need to study or cram. There will be lots of other students sleeping, arriving late, skipping classes, complaining about the teacher’s thick accent while spending most of the class chatting with a friend in the back of the room, and in general making excuses for their poor performance. If you need help, ask for it from teachers or other students before you get really behind. If you hold yourself accountable for your education, you will have no need for excuses.

Tip #9: Embrace learning. You are fortunate to have the means and opportunity to be surrounded by knowledge, to have those who are specialists in their field around every corner, to be provided with resources and experiences that will serve you for years to come. This is a chance that comes pretty much just once during a typical lifetime. Don’t squander an opportunity of which so many around the world can only dream.

Tip #10: Take care of your instrument. It’s easy to stay up late for a variety of reasons and your body will adjust to less and less amounts of sleep. However, you will not be at your best without a decent amount of recuperation, particularly in very physical endeavors such as dance. Be kind to yourself and sleep. If you can sneak in naps, do it – just try not to oversleep and miss your next class! In addition, eat well and nutritiously. And, although it’s not my place to tell you to stay away from drugs, alcohol, or smoking, I do want to encourage you to be careful not to find yourself regularly abusing these substances. It will take a toll on your physical and mental performance so make wise choices in how you spend your “recreational” time at college so that you can be at your best.

I hope these tips have been helpful and will make your life as a dancer in a college setting a little easier.

Trying to decide on a college or determine if pursuing dance at a university is right for you? Check out this article.

Finding the Right Dance Studio/Teacher – Setting Goals To Determine What’s Right For You

Are you new to dance? Looking to take your dancing to the next level?

It’s important to find the studio, school, or teacher that’s right for you. As the photo title (right) suggests, behind our goals are our dreams. A dream is an idea and a goal is a destination. What comes between these two are actions, steps taken to reach each goal. In dance, training is a crucial step in the journey from dream to destination. However, one has to be clear about his destination in order to know which steps to take. In other words, your goals will determine which type of training is best for you.

Step 1: Research

In order to figure out your goals it is necessary to look at the all the possibilities. Typically when people think of a career in dance, they are only thinking of a career in performance. And, while many with dance careers do start out there, there are still many other options to consider. I looked hard for a good list – this was one of the more all-encompassing and specific. Because the source is a university, you’ll notice it leaves out large-budget ballet companies (we’ll talk about that later).

Goals Can Change

Now that we recognize that there are possibilities beyond performance, it may be important to point out that there are many paths to any given destination, and that sometimes life takes us down unexpected ones. Goals can change over time either because we change or something forces us to change our direction. No matter where we end up, many dancers begin their journey the same – with lessons in movement at a dance school.

Step 2: Choosing a Training Path

For dancers that begin at a young age, there are generally two types of training offered at most studios/schools in the U.S.,* recreational and pre-professional. A majority of dance studios are recreational in nature. Here, the students can choose from a variety of classes and styles of dance, often with limited focus or time on any one in particular. Pre-professional schools typically have a very strong focus on ballet training and may require 20 or more hours per week of classes (at least half of which are ballet). Some schools manage two tracks at the same time. In this case dancers may begin as young children at the same level but eventually diverge based on interest and aptitude. If you are over the age of 12 or 13, and taking less than 3 hours of ballet per week, you are probably not at a pre-professional school. If that’s disappointing to you, I’ve got good news. Being a student at a recreational school does not mean you cannot eventually perform as a professional dancer. It certainly helps, and if you’d like to be at one of those large -budget ballet companies I mentioned earlier it’s a necessity.

Professional vs. College

In large cities it is sometimes easier than in smaller towns to locate pre-professional instruction. If what you desire most is to dance for a professional ballet company, you may need to make major sacrifices (financial, social, locational convenience) to obtain the needed training and skills. Smaller, regional ballet companies; contemporary or modern dance companies; musical theatre; and commercial dance are typically more open to dancers of varied training backgrounds. Make no mistake, though, one still needs to be very strong in technique and performance to make a living in such a competitive field.

College study is an option for a wide range of dance-related careers if you have a passion for dance. Although outsiders may consider dance a “fluff” major, those that have been through it (myself included) know better. Dance majors at a university not only take hours of technique classes in the studio, but study history, anatomy/kinesiology, teaching/pedagogy, composition, and more on top of spending weeknights and weekends working on choreography, assignments, or rehearsing. I’ve seen many young dancers change their mind about majoring in dance after one year or less in a university program. Most college programs have a strong focus on contemporary or modern dance, although ballet and other forms are still an important part of the curriculum. For many dance jobs, advanced degrees (translation: more years in school) are required (and not a bad idea if you’d like more financial security), and occasionally a dual major is necessary. At any rate, college is a great place to improve, grow, and be exposed to a wide range of dance experiences through intense focus, dedication, and academic study. Many dancers who became professional performers at a young age return to receive a college degree later in order to begin the second phase of their careers.

Recreational Dance and Quality Instruction

Now, I know there is a group of you thinking “I don’t want to be a professional, I just want to have fun dancing!” Many adult beginners fall into this category, too. That’s great! We need more dance enthusiasts out there (it is you that attend shows and support programs)! A recreational studio may be just the place for you. However, don’t forget that it’s still important that you make good choices in finding a studio or teacher. Why? Because not all dance schools offer quality instruction or facilities, which can lead to injury for a dancing novice. Dancing on an improper floor, working on advanced movements without the strength or coordination to back it up, or spending years either overtraining or neglecting certain muscles can lead to chronic (that means long-term) pain or problems in areas like the back, knees, ankles and more. It’s not worth the cute costumes, 12-hour recitals, plastic trophies, or whatever else may entice you. Seek out quality instruction.

I hope that this post has helped you to clarify your aspirations. Setting your goals early is an important step in seeing your dreams realized. For more information on specific dance careers, see the links in this post.

What are your goals in dance? How have they changed as you’ve journeyed on your path? If you are working in dance or otherwise, how does your dance education play a part in your life now?

*I’m writing what I know, there are other sites available that speak to dance education in other countries, here’s one for the UK that has some great info.