We couldn't ask for a better cover subject for the health and wellness issue than the founder of Dance New Amsterdam, Lynn Simonson. Whenever I mention hername, I hear some variation of this statement: "I learned to take care of myself in Lynn Simonson's class." It so happens that Simonson was in town during December to conduct her annual New York teacher training workshop, where a new generation of dancers is learning to teach her unique style of jazz dance. In "How I Teach" (page 32), she demonstrates an essential foundation for any technique: proper alignment. The woman is an inspiration. Now in her 60s, the lithe Simonson still has the moves and she literally glows with positive energy and enthusiasm. If this is the result of years of Simonson Technique, then I say: Sign me up! Watch her in action on www.dance-teacher.com. Health is a topic no dancer can afford to take lightly and we address it in Dance Teacher each and every month. In this issue, we've approached the subject from a variety of angles, including a college dance wellness curriculum (page 72), a profile on the eccentric creator of Pilates (page 62), and teachers who bring body-mind wisdom (page 38) into the studio. We also address the perennial question of body image (page 54) and the role teachers play in helping young women cope with unrealistic expectations. And there's much more . . . we offer something in each issue for educators in every setting. Let us know what you find helpful and what you'd like to see more of in the magazine—including questions for Ask the Experts. You can write a Letter to the Editor (e-mail is perfect), or send us a tweet @Dance_Teacher. Have you submitted your nomination for the annual Dance Teacher Awards? This month we will select four educators to honor at the August Dance Teacher Summit in categories of studiosand conservatories, K-12 and higher education. See page 12 for details. Post a video to Dancemedia.com! Congratulations to Maple Conservatory of Dance in Irvine, California, for its winning entry in the Dance Teacher Video of the Month contest. For more about how you can share your expertise, publicize your school and performances and get your work recognized in the pages of Dance Teacher magazine, please see Chat Room, page 10. Here's to your health, Karen Hildebrand Editor in Chief
By now, most dance educators hopefully understand that they have a responsibility to address racism in the studio. But knowing that you need to be actively cultivating racial equity isn't the same thing as knowing how to do so.
Of course, there's no easy answer, and no perfect approach. As social justice advocate David King emphasized at a recent interactive webinar, "Cultivating Racial Equity in the Classroom," this work is never-ending. The event, hosted by Dancewave (which just launched a new racial-equity curriculum) was a good starting point, though, and offered some helpful takeaways for dance educators committed to racial justice.
Racial equity work is ongoing.<p>King began his presentation with a powerful disclaimer: "I'm not a magical negro. I don't have all the answers. I'm not going to have the answers to end racism in a two-hour webinar." Workshops like Dancewave's are important first steps, but they aren't a one-off solution.</p>
It includes examining your own biases and blind spots.<p>King pointed out that, as teachers, we are the gatekeepers of knowledge and should examine the ways in which we've been complicit with systemic racism. It can be as simple as taking notice of who you're inclined to call on in class or as complicated as uprooting deep-seated organizational structures that promote inequity.</p><p>King urged educators to take a close look at who their organization has centered and who it has othered. Even something like language can be a barrier: He used the word "elite" as an example of a word that could be potentially exclusionary.</p>
It requires continuous self-education.<p>Dance educators should also invest in their own personal anti-racism education. "Pursue learning opportunities. Seek new ideas that check your biases. Get out of an echo chamber," said King.</p><p>In addition to attending events like Dancewave's webinar, familiarize yourself with books such as <em>How to Be an Antiracist</em>, by Ibram X. Kendi, or Nyama McCarthy-Brown's <em>Dance Pedagogy for a Diverse World. </em>King also recommended the following Instagram accounts: <a href="https://www.instagram.com/sonyareneetaylor/?hl=en" target="_blank">@sonyareneetaylor</a>, <a href="https://www.instagram.com/rachel.cargle/?hl=en" target="_blank">@rachel.cargle</a>, <a href="https://www.instagram.com/browngirlcurator/?hl=en" target="_blank">@browngirlcurator</a>, <a href="https://www.instagram.com/atabey.rev/?hl=en" target="_blank">@atabey.rev</a>, <a href="https://www.instagram.com/therealrynnstar/?hl=en" target="_blank">@therealrynnstar</a>, <a href="https://www.instagram.com/thenapministry/?hl=en" target="_blank">@thenapministry</a> and <a href="https://www.instagram.com/theconsciouskid/?hl=en" target="_blank">@theconsciouskid.</a></p>
It can be collaborative.<p>Having the opportunity to divide up in breakout rooms and connect with other workshop participants demonstrated that sometimes getting out of your echo chamber can mean simply talking to your fellow colleagues or even your students.</p><p>King suggested getting students involved in equity work by giving them a project that addresses a class, student or school need. If you choose to delve into sensitive territory with students, make sure there are support mechanisms in place for them.</p>
It can be an embodied experience.<p>Dancewave's workshop included movement activities, which provided an additional layer of fun and embodied understanding. To warm up, we had to respond to an action command, such as "jump," with its opposite action, such as "crouch." This exercise in challenging assumptions was surprisingly difficult, and would be great for K–12 students.</p><p>Later, we reconnected with our breakout groups to create short movement phrases based on implicit bias. The activity provided a visual component to a heady concept and inspired both an individual deep dive into our personal biases and a collaboration to create our final dance.</p>
It should be specific to your students.<p>King encouraged educators to take a step back, look at how your students learn, and analyze whether what you're bringing is actually relevant to them. For example, if the majority of your students' only dance experience is with cultural social dances, consider inviting them to teach those dances to one another in groups rather than jumping right into pliés and tendus. King also encouraged giving students ownership of the class by inviting dialogue and investigation.</p><p>"Consider your curriculum, the artists you bring into the spaces and the leadership opportunities you bring to your students," he said. "Are you bringing in people who look like the students you're teaching or share their background? Be intentional about that."</p>
Recently, I posted a thread of tweets elucidating the lack of respect for tap dance in college dance programs, and arguing that it should be a requirement for dance majors.
According to onstageblog.com, out of the 30 top-ranked college dance programs in the U.S., tap dance is offered at 19 of them, but only one school requires majors to take more than a beginner course—Oklahoma City University. Many prestigious dance programs, like the ones at NYU Tisch School of the Arts and SUNY Purchase, don't offer a single course in tap dance.
Timothy Norris, courtesy of Ford Theatres
After months of lockdowns and virtual learning, many studios across the country are opening their doors and returning to in-person classes. Teachers and students alike have likely been chomping at the bit in anticipation of the return of dance-class normalcy that doesn't require a reliable internet connection or converting your living room into a dance space.
But along with the back-to-school excitement, dancers might be feeling rusty from being away from the studio for so long. A loss of flexibility, strength and stamina is to be expected, not to mention emotional fatigue from all of the uncertainty and reacclimating to social activities.
So as much as everyone wants to get back to normal—teachers and studio owners included—erring on the side of caution with your dancers' training will be the most beneficial approach in the long run.