With Thanksgiving approaching, we're all ruminating on the things we are most thankful for in the world. Of course, as dance teachers, our students are always at the top of our list. They make us laugh, they make us cry and sometimes they make us want to pull our hair out, but at the end of the day, they are the reason for everything we do in the studio each day. To get you thinking about how much you love your dancers, here are five videos of kids dancing that are sure to make your heart happy! We want to see the dancers you're thankful for this season, too, so share your favorite videos on social media, tag us and include #gratitudedance in the caption. Happy Thanksgiving, y'all!
Dancers have a language all their own. From French technical terms to scatting out choreography dynamics, it's a wonder any nondancers understand a word we say! Perhaps some of the most confusing dancer terms are the various foods we use to describe our feet. To help dance outsiders out, DT broke down the foods that are commonplace in dancer lingo. Share them with your loved ones, so they can better understand the weird and wonderful breed of dancer that you are.
I recently started back in modern dance after a long hiatus—I stopped dancing at age 11 and went back two years ago at age 24. I've found that when I'm on the floor, I can't open to a very wide second. Also, if I'm sitting in butterfly on the floor with my feet together, my knees are some distance from the ground. What can I do to loosen my hips?
When your students are onstage, every dance step matters, of course. But so does every non-dance step. The simple act of being onstage—whether standing still, walking to a position or running from one place to another—requires a constant presence. And as Kitty Carter, of Kitty Carter's Dance Factory in Dallas, Texas, points out, "walking and running are actually part of the dance. They act as transitions from step to step." So teaching your students to understand the importance of active stillness and pedestrian choreography is essential, and it will help them see the "big picture" of a performance. But it's not easy.
We all know and love Mia Michaels. She's a fearless choreographer and teacher, who's inspired a generation of dancers with her unique style, grace and brilliance. What's not to love? And now we can't help but gush over a personal confession she recently shared on Instagram.
Bottom line: No matter your age, size or shape, don't wait to love your body or yourself.
In a windowless subterranean studio under the New York State Theater, I pulled back an imaginary arrow and let it fly.
"Good!" said ballet master Tommy Abbott. "I think you're ready. Tomorrow you rehearse with Mr. Robbins."
I was slated to play Cupid in Jerome Robbins' compilation of fairy tales called Mother Goose. It was a role given to the tiniest boy who could follow directions at the School of American Ballet. In 1976, that was me.
Train yourself and your staff to spot indicators of serious depression, anxiety or other mood disorders. Bonnie Robson, a psychiatrist who has worked with the National Ballet School of Canada, provided this list and emphasizes that it's for teachers watching for external signs of duress. Students should understand the internal symptoms of depression, as well, like those detailed by Dance/USA.
If someone on staff is worried about a student, Robson says they should tell the studio director, who should call a meeting with the dancer and her parents (that's essential if she's a minor, particularly) to share the observations and consider asking the dancer to get a professional opinion, while avoiding drawing any conclusions themselves. "If the parents or the student are in denial of any problem, the teacher or director has the right to ask for a letter stating that the dancer is safe to dance," Robson says, treating the concern as they would an injury or concussion.