Learning Begins with Courage and a Sense of Humor

Recently, I gave an interview for a local cable television show about my dance school founded back in 1979. When asked what I teach, I replied, I teach students to be brave and to use their sense of humor. You can imagine the response of surprise and curiosity on his face. Oops! I realized I was expected to list dance genres: ballet, modern, jazz, tap, and so on. While the syllabi of each genre imparts very important lessons and skills, I prefer to extract two life skills first: learn to laugh at your self and trust that by pushing past your self doubt you can eventually achieve. ------------------------------------------------------------ Once students find and use their courage and sense of humor, they begin to trust themselves in the learning process dissipating much of the mental and emotional garbage that interferes with progress. I often quip, What we do in class, stays in class. While that statement is trite, the students somehow know it is true. We agree to look 'funny' before we produce a more polished look. My classes have a pot luck dinner atmosphere where everyone brings a talent to share. Teaching respect to each other and to the artistic process emerges before teaching respect of oneself, but we do not give up. We hate it when others give up on ourselves, so we learn to persevere finding our own self-respect. ------------------------------------------------------------ Laying out challenges that move a student to a level of accomplishment is one thing; getting them to realize their progress and believe in their potential is another. That is why those life skills must be prioritized ahead of the dance skills. ------------------------------------------------------------ I use dance to teach students about life and themselves. I let them know they are safe to be who they are and that I trust them to start when they are ready. There is no specific date, age, time or way to begin. I know, there are the September to June programs, there are the 6 week programs. To me it makes sense to remove a time frame around inspiration. Students determine when they are ready. Teachers serve as the tour guide. ------------------------------------------------------------ My daughter taught ballet in Japan. She also taught English as she presented each dance lesson. The first phrase she taught her students to say was, I can do that! ...a belief in one's ability is the first step to learning. Not only was I so proud of my daughter who summed up her upbringing to such a succinct phrase, I marveled at the obviousness of the message, and have forever since used it in my classes. ----------------------------------------------------------- I do not teach lessons. I teach people and each person is different (even when they look alike in buns,leotards and tights). While people share common traits, they realize and use them differently. ---------------------------------------------------------- Dancing in one studio with people from all walks of life, varying ages and backgrounds requires courage to find out what is beyond the music and steps. Like writing, there is no right or wrong way to dance, only clear and inspiring. Dance is a universal communication. On the way to learning how to express an image or story with clear precise lines and movement, students explore like Magellan and experiment like Einstein. Sometimes the the best of intentions and planning leads to new found ideas and skills. Dancers who learn to be brave and trust the process are generally open to realizing that discovery. ---------------------------------------------------------- Take your first steps(back)into dancing. All you need is courage and a sense of humor. I look forward to working with you in the studio!

Stop the Devaluing of Dance

In an effort to raise some valid points about raising strong girls, be careful not to mistakenly encourage girls away from a stereotypical 'female' activities, like dance that is very effective in reaching the goals listed in the attached link.

While dance in America is not exclusively for girls, it attracts girls far more than boys. Despite that, when taught correctly, dance builds strong sense of individuality (even in ballet), gender neutral roles (in modern dance, jazz, tap, folk and other genres), emotional resiliency, physical power, attention to detail, a healthy way to express one self, discipline, and so much more. These days, dance students dance about social issues as much, if not more than traditional ballet roles.

There is as much team effort in dance as there is in sports and no one keeps score, which is even better! Every lesson of dance requires a student to try new things, to move themselves past their own obstacles, and refine skills.

The formations and spacial awareness required of a dancer is similar thinking to that of an engineer. The exploration and experimentation required of a dancer is similar to a research scientist. The communication skills required of a dancer are worthy of a storyteller's. Dance is one of the most creative professions there is. While is is not valued and as financially rewarding as other professions, it is rewarding in so many other ways that other professions cannot claim.

Within the profession of dance, students can move into design, stage management, journalism, dance medicine, arts administration, and so much more. It is not limited to an elite few who become ballerinas (who by the way must master their mind, body and emotions...far more than most professions). Yes, do encourage your daughter to be creative, follow her dreams, work like an engineer or scientist, while learning to communicate with the international language of dance.

If you dance or have danced you know what I mean. Beware of and respond to writers who inadvertently put down dance.

October 26, 2011 3:04 AM

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