National Dance Week — Live Dance Challenge

This week is National Dance Week in the United States! Given the mission or intent of this grass roots movement is to “bring greater recognition to dance as an art form,” I thought I’d take a moment to encourage dance teachers and students to attend (or plan to attend) a live dance performance this week.

Live Dance Challenge

Seeing dance live is a completely different experience than seeing it on television. In live performance you choose what to watch on stage, taking in the entire picture or letting the movement (rather than a camera) draw your attention. The energy between performers and the audience is palpable, making it a more exciting way to see dance. And, live performances showcase diverse dance  styles and dancers that you might not otherwise encounter.

For all of us devoted to dance training and helping others develop a passion for dance, I feel it is important to leave our homes and participate as members of the dance audience whenever possible! There is much to be learned from those making dance art and from the experience of absorbing and witnessing a wide range of movement vocabularies, aesthetics, and perspectives. If you happen to be a regular attendee of dance concerts or professional performances, consider trying a style, artist, or company that is new to you, something that may even push the boundaries and definitions of dance itself!

Obstacles

Distance – I realize that for some, getting to a performance is tricky. There are studios without direct or nearby access to professional dance companies or venues for dance. However, most of you are probably within a day’s drive of a space that occasionally houses dance productions. Get on their mailing list! It would likely be exhilarating for a group of your dancers to make a special “field trip” once or twice a year with their fellow teachers and students to see live dance. For myself, having grown up in a small town three or four hours from any major city, these occasional excursions are counted among my most memorable dance experiences.

Uncertainty — Though distance or logistics may sometimes be a problem, often I feel it is uncertainty that deters even those interested in dance from attending live dance concerts, particularly contemporary dance works. This is understandable! It is sometimes hard to know what to expect from an unfamiliar or untested choreographer or dance troupe. Attending something familiar, like The Nutcracker or Swan Lake can be engaging and inspirational experiences, however learning to appreciate dance art requires exposure that spans the spectrum. Unpredictability can be intimidating. Will I feel dumb if I don’t get what the artist is trying to say? Will there be images or situations that will make me or my students feel uncomfortable? Will it challenge what I believe about dance? Will I feel like I wasted my money? These concerns are normal. Whether you are looking to ease the minds of parents or simply familiarize your students, here are a few things you can do to prepare for your dance experience:

• Look online for past reviews, previews, or essays that pertain to the dance artist or composition in question. More than just criticism of a work, reviews often provide some context with which to view the dance.
• If you are unsure of the content of a performance, visit the company’s website and look for production notes on current or upcoming projects. Call or email the box office or venue office and ask questions. As a last resort you may try sending a brief e-mail inquiry to the contact address provided at the company’s website. In all cases be polite and be sure that you’ve at least attempted to research the work yourself. If age appropriateness is a concern, it is okay to ask if there might be anything within the performance that could be considered unsuitable (more on this below) for students ages ___ to ___.
• Search YouTube or try a Google video search for the artist/company name or the work itself. Many artists also have video at their website. What better way to preview a work than to see some of it!

Recognize and share with students that generally contemporary dance choreographers do not aim to express a “message” that the audience will need to decode. Like other forms of contemporary art, the role of an audience member is to participate by observing and experiencing. What each person takes away from or sees in the work will vary. There are no wrong answers! I recommend viewing and sharing this 14-minute video found at ArtsAlive. Featuring Canadian athletes and actors, including Grey’s Anatomy star Sandra Oh, the video is designed to show that we all have an innate ability to relate to and appreciate dance.

Negative Responses — Because everyone interprets dance differently, know that occasionally, and despite all best efforts, some student or parent may see something inappropriate or take offense to the material. Preparing students and parents for what they might see can sometimes improve or soften negative reactions. Rarely, have I ever seen anything worse on stage than what one might see in a PG-13 movie. However, viewers invest themselves in a live performance in a way they would not when viewing something on screen, enhancing the emotions and reality surrounding certain situations. This is why seeing live dance (or theatre) is a unique and important experience but also why there is an increased chance of complaints or concerns. Provide opportunities to debrief following any live performance. Allowing participants to calmly and openly discuss their reactions to the dance provides a forum to digest, rather than stew over, a particularly evocative or displeasing work.

Embrace the challenge! Art may at times invite us to look at something in a new way or shine light on aspects of life, or humanity that make us uncomfortable. Occasionally, the movement or the way it is presented may seem strange, disconcerting, and unfamiliar. I can’t guarantee you’ll like everything about the performance you attend. It may not be your personal preference or you may simply need further time, exposure, or discussion about what you’ve seen to interpret and appreciate it. After all, many people don’t particularly enjoy coffee the first time they taste it! Experience is a great teacher. The more you see, the more connections you’ll make. You won’t feel intimidated going to see what some may consider “high art” because you’ll recognize its relationship to the other performances you’ve seen. And, you know what? Seeing all this dance, in person, will make you a more aware and inspired performer yourself.

If you can’t see live dance this week, be sure to check out some of the other National Dance Week events happening in your area. Don’t see something listed? Contact a local delegate, or find your own unique way to highlight or recognize dance art in your studio, school, or community.

Participating or organizing an event this week? Big or small, we want to hear about it! Share your NDW experience in the comments below.

Make Your Own Dance Puzzles

Discovery Education’s website has an online puzzle maker. The free version allows you to create different types of puzzles and either print them from the browser or create a text version that you can copy and paste to a new application. If you’re needing a quick handout for your dance classes this week (remember we kick off National Dance Week today), make your own word search or crossword with dance terms, famous names, etc. Here’s a word search, for example… Enjoy!

Locomotor Movements

W F X C S J T G N B R G M R P
H R Z L E U I R F O U P S C A
J F I R U Q M W H E N G X O E
L D G N G E W P K U A P M O L
E G C D N U T S U D A V Q N T
J A H D W I C U L G P T H S G
S L X O Q P X E O V I Q G V H
W L F C P G G S A Q X S P H U
M O F Z J C R B C I P M P Y X
F P O X V P M P I K S K B R F
P G D N U D S O R W L T Y B G
F M R O L L Z Z U A X H G Q P
O R U W M G S W W V S A Y U O
R M O J E K B V N Z V L I B H
C I G H T X H B U V R X U K F

GALLOP
HOP
JUMP
LEAP
ROLL
RUN
SKIP
SLIDE
WALK

Created by Puzzlemaker at DiscoveryEducation.com

Watching and Discussing Dance

Continuing my series on how dancers, teachers, parents, and schools can celebrate National Dance Week in meaningful ways that will endure beyond this small portion of the year, this post is about watching and discussing dance.

In an earlier post, I suggested that one way to celebrate NDW is to go see dance in order to better appreciate the art form you are practicing.  But, watching, understanding and appreciating dance takes practice, too!  The Arts Alive website offers some important things to remember as you set out to watch dance:

If you are a dance aficionado, go to see dance.

If you have never seen a live dance performance, try it out.

If you are unsure about it, start with something more familiar.

If you have seen one show and you hated it, don’t be discouraged.

When watching dance, remember that there are no rules as to how you should interpret, experience, or feel about what you see. Everyone in the audience may see or digest the dance differently, so there is no right or wrong.  Allowing yourself the freedom to just observe a performance will alleviate the pressure of having to “get it.”  Here are some ideas on what to look for, notice, and ask yourself during a dance performance.

The next step in understanding dance is to discuss what you saw.  Teachers (or family members) can facilitate discussion by asking questions about elements of the performance or the student’s experience. Here are some links that include ideas for types of questions one might ask:

• Enjoy the Show
• How to Talk Ballet
• Responding to Dance

I have taught in many private dance studios and I am continually surprised at how little the students have ventured beyond their dance bubble to actually witness the art form they study.  Competitions and even conferences are helpful but exposure to the wider world of dance is, in my opinion, crucial to understanding, appreciating, and developing a life-long passion for dance.  A process that will, in turn, improve a student’s drive and commitment to his/her study.

In a somewhat related post, the Dance Theater Workshop blog asks “How do you bring new people to dance?”  These methods can also be used to encourage students and parents to see more dance.  Check it out!!

Have you ever been to a dance performance and felt unsure or confused about what you were watching? Do you see many professional performances as part of your dance education?  How do you get your students to watch more dance? Does your studio encourage students to attend performances or see dance, why or why not?

Teaching and Exploring the History and Evolution of Dance

A student in ballet cannot learn the art in isolation and no one can know what great dancing is without seeing examples of it. Not only can the dancer not be separated from the dance, she also cannot be separated from the history of dancing, from the line of dancers and teachers leading to her.

This is a quote taken from an article written in Dance Magazine in 1995 regarding the film The Dancer. This sentiment holds true not just for ballet students, but for dancers in general.  So, in honor of National Dance Week, I wanted to offer ways in which teachers of dance can include dance history in their everyday classes.

I know how hard it is sometimes to fit it all in.  As a dance instructor I often find myself pressed for time when including just the technical principles of dance in my classes, let alone guidance in music, vocabulary, and other areas vital to performance and execution. However, having experienced the degree to which understanding the evolution of dance has enhanced and improved my own performance and desire to achieve proficiency within my classes, I know that it is important to draw attention to this “line of dancers” (past and present) whenever possible.

Here is an article that addresses this issue in the teaching of jazz dance.  It offers a few methods of incorporating history into dance education:

1. Connect the movements you teach to dance history.
2. Bring in master teachers of unfamiliar combinations or styles.
3. Use visuals – posters, artwork, videos.
4. Host special events that encourage an interest in dance history.

The article goes into detail specific to jazz dance, but these small actions can easily be applied to any dance style:

Connecting dance movements to history can be as simple as tossing out facts during class that get the students thinking about the origins of what they are doing.  For example, as you correct your student’s turnout, mention that dancers initially began to turn out their legs when ballet made it’s way from the royal court to the proscenium stage.  Better yet, encourage their critical thinking skills by asking if they know or can guess why dancers use turnout.  Or, when working on fouette turns, explain that Pierina Legnani was the first to perform 32 consecutive fouettes en tournant.  The students may not remember everything you tell them, but you may be surprised at how much of these tidbits they do retain.

Master teachers can sometimes be hard to come by in certain areas, but re-creating famous or historical works from video can be fun and exciting for student dancers. One summer a workshop was held at my hometown studio that focused on the work of Alvin Ailey. The dancers learned portions of Ailey’s Revelations (skirts, fans, and all) from video and, although we could not benefit from a master to teach us the dance, I recall a sense of excitement, accomplishment, and commitment to the choreography as the dancers re-created this landmark work. Exercises like this will reward the students with satisfaction in knowing they executed the same movements as the professionals, and may encourage them in working to perform with as much accuracy and dedication.

Consider the artwork you display at your dance school. I’ve noted that many studios throughout my teaching career have displayed only a) cute teddy bears and bunnies in tutus, b) the awards and trophies of their own dancers, or c) pictures of the studio owner in all his/her glory.  And, while I think it is important to recognize the hard work of the dancers and show the experience and accomplishments of the teachers [I'm not sure I can find a way to justify the bunnies... sorry ], to instill in your dancers a sense of the scope, importance, and history of movement arts, I encourage you to look for visual representations (like this poster art) (or this poster art) that will inspire them to look beyond the little bubble of their own studio. If you teach children, it’s ok to show children dancing (including pictures of your own students) on your walls but give them something to aspire to, as well.

Hosting an event can be as simple as movie viewing parties at the studio or as elaborate as taking a field trip to a nearby city for a dance performance. Some of the most eye-opening experiences of my life as a young dancer included traveling away from my hometown with my classmates to view dance and musical theatre productions, attend conventions/conferences, and visit art museums. Opportunities like this allow a student to understand dance art in a wider context and will inspire them to reach higher in their classes.

If you need to brush up on your own knowledge of dance history, the following texts may be helpful: 

• Ballet & Modern Dance: A Concise History
• Jazz Dance: The Story Of American Vernacular Dance
• Tap Roots: The Early History of Tap Dancing
• Ballet in Western Culture: A History of Its Origins and Evolution
• Moving History/Dancing Cultures: A Dance History Reader

If you are a student and want to find ways of expanding your knowledge of dance history (it really does improve your dancing), try these tips.

• Use school projects like book reports, oral presentations, and writing exercises as opportunities to research and discover dance history.
• Join websites and blogs that offer historical dance facts and resources.
• Make it a point to see other dancers perform whenever possible – when your family vacations check out dance in the area or even take classes and rent dance videos (don’t forget your local public or college library may have videos available).
• Read biographies of dance artists, texts about dance throughout time, and profiles of famous dance works.

Let me know your thoughts!  Are there other ways to include history in your dance education?

Celebrate National Dance Week

National Dance Week is approaching ( April 25-May 4, 2008 ) and if you haven’t already, now is the time to decide how you’re going to celebrate!  Obviously if you’re visiting this blog, you probably have an interest in dance and may already feel like you are immersed in its practice.  However, there are lots of ways you can observe this special week that will enrich your own or your school’s dance experience. And who knows, they may even spill over into the rest of the year, too!!

Sometimes in movement classes we are so focused on learning dance that we forget that appreciating and understanding the art form is just as important.  Of course, we learn to appreciate through doing, but here are some other ways to discover and embrace dance during National Dance Week and beyond.

• See dance – Attend or watch videos of professional performances (it doesn’t matter if it’s a style you are studying) or view video biographies of dancers/choreographers.  If there are no opportunities to attend a professional performance, try a local university with a dance program or a community group that performs ethnic dance forms.
• Discuss dance – Share observations about a performance, dance artist, or a significant event in dance history with your class, your friends, your peers, or your family.  An in-class discussion is great if you’ve experienced something as a group.
• Write about dance – Write a review or report about what you observed about a performance or learned about a particular dancer, company, or choreographic work.  You could share these with your dance class, in school, or even on your own blog.
• Read about dance – There are lots of books and online resources on dance history, dance vocabulary and technique, biographical texts, and dance criticism (reviews of dance performances).
• Make dance – Try your hand at your own choreography, guide your students through the basics of composition, produce your own dance performance (don’t forget to consider costume, makeup, and lighting if available), or share your knowledge of dance with someone else who has never experienced it.

Another important way to celebrate National Dance Week is to reach out to the community.  Many dance studios perform at local festivals, parades, and other events in honor of NDW.  Some other methods of reaching out would be to hold free classes or an open house at your dance school, perform at nursing homes or hospitals, or give workshops at public schools or boy/girl scout meetings.  Perhaps you could also organize volunteering opportunities for your dance studio during this week. Activities like road clean-up, serving at a soup kitchen, or collecting canned goods for a food bank, reflect that dancers, in addition to giving the gift of their art, seek to improve and strengthen their communities in other ways.

As we lead up to NDW, I want to discuss in more detail how teachers can celebrate by incorporating a little dance history, performance, and discussion into their classes; help you build a dance library for your school; and address why all of this is worth the effort.

What are some ways that you have celebrated National Dance Week?  Is there anything you’d add to my list above?