Keeping the Faith

Students merge religion and dance in college.  

Dances by Belhaven faculty and students often explore the issue of faith.

When Rachelle Baker was choosing a college, she wasn’t really considering a degree in dance. Self-described as “practically minded” and deeply devoted to her Mormon faith, Baker planned to forgo dancing to become a physical therapist. That all changed when she experienced a strong spiritual impression: She felt that her calling was to enroll at Brigham Young University in Provo, Utah, as a dance education major.

Students like Baker, for whom faith is a large part of their lives, shouldn’t assume that religion and dance can’t mix in college. There are several programs that encourage merging these two passions. At Christian-based Eastern University in Pennsylvania, for example, dance department co-director Janine Bryant begins class by offering a passage from Scripture to inform her students’ movement and focus. “They have a gift that is God-given,” says Bryant of her students. “How they steward that gift is really important.”

At a glance, the curriculum at a faith-based school doesn’t look much different from a nonreligious school—students still take dance basics like ballet, modern and composition. The difference is that professors make room for faith to enter the classroom. “Many faculty choose to begin or end their classes in prayer,” says Cynthia A. Newland, chair of dance department at Belhaven University in Jackson, Mississippi. “It is a way to focus the attention of students and honor God through our dancing.”

There are several opportunities for students to delve deeper into faith. At BYU, classes aren’t scheduled on Tuesdays from 11 am to noon so students can attend a religious devotional. Belhaven dancers must take two Bible survey courses of the Old and New Testament to graduate. And Eastern University has an elective in liturgical dance history.

Religion makes its way into performance as well. Though BYU, Eastern and Belhaven commission a diverse list of guest choreographers who aren’t required to incorporate religion into their work, many students and faculty choose to explore moral and faith-related issues in their choreography. Those who wish to further intertwine religious studies and performance may join a dance ministry group. The Eastern Dance Ministry performs a sacred or spiritual dance once a month for the school’s chapel. The chaplain assigns music and subject matter for the dancers to create work from.

Though most students who enroll at religious institutions are deeply devoted to their faith, many schools accept applicants who aren’t members of their respective religions. Regardless, there is an emphasis on faith in the application process. To get into BYU, applicants must have an ecclesiastical endorsement, whether from a leader of The Church of Jesus Christ of Latter-day Saints or someone comparable in another faith.

Regardless of beliefs, all students who enroll at Brigham Young must follow the university’s detailed honor code, which requires students to abstain from alcohol and women to not wear sleeveless, strapless or backless clothing. This carries into the dance department, too, says Baker. Ballet leotards can’t go below the bra line in the back or be low-cut in the front; costumes that include skirts or shorts must reach the mid-thigh.

Students from these programs go on to dance professionally on both local and national levels or get their master’s in dance education and dance therapy. But it is just as common for alums to pursue religious work in the church or in their home communities, sometimes dance-related.

Despite her initial hesitancy to major in dance, Baker is confident she made the right choice by attending BYU. “My faith is such a huge part of who I am,” she says. “If I didn’t have that integrated into my dance classes, I would be missing spiritual strength. Knowing who I am spiritually allows me to express emotions more clearly through dance.” DT

photo by Amile Wilson, courtesy of Belhaven University

Teachers Trending
Alwin Courcy, courtesy Ballet des Amériques

Carole Alexis has been enduring the life-altering after-effects of COVID-19 since April 2020. For months on end, the Ballet des Amériques director struggled with fevers, tingling, dizziness and fatigue. Strange bruising showed up on her skin, along with the return of her (long dormant) asthma, plus word loss and stuttering.

"For three days I would experience relief from the fever—then, boom—it would come back worse than before," Alexis says. "I would go into a room and not know why I was there." Despite the remission of some symptoms, the fatigue and other debilitating side effects have endured to this day. Alexis is part of a tens-of-thousands-member club nobody wants to be part of—she is a COVID-19 long-hauler.

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Teachers Trending

Annika Abel Photography, courtesy Griffith

When the murder of George Floyd in Minneapolis last May catalyzed nationwide protests against systemic racism, the tap community resumed longstanding conversations about teaching a Black art form in the era of Black Lives Matter. As these dialogues unfolded on social media, veteran Dorrance Dance member Karida Griffith commented infrequently, finding it difficult to participate in a meaningful way.

"I had a hard time watching people have these conversations without historical context and knowledge," says Griffith, who now resides in her hometown of Portland, Oregon, after many years in New York City. "It was clear that there was so much information missing."

For example, she observed people discussing tap while demonstrating ignorance about Black culture. Or, posts that tried to impose upon tap the history or aesthetics of European dance forms.

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Studio Owners
Courtesy Tonawanda Dance Arts

If you're considering starting a summer program this year, you're likely not alone. Summer camp and class options are a tried-and-true method for paying your overhead costs past June—and, done well, could be a vehicle for making up for lost 2020 profits.

Plus, they might take on extra appeal for your studio families this year. Those struggling financially due to the pandemic will be in search of an affordable local programming option rather than an expensive, out-of-town intensive. And with summer travel still likely in question this spring as July and August plans are being made, your studio's local summer training option remains a safe bet.

The keys to profitable summer programming? Figuring out what type of structure will appeal most to your studio clientele, keeping start-up costs low—and, ideally, converting new summer students into new year-round students.


Find a formula that works for your studio

For Melanie Boniszewski, owner of Tonawanda Dance Arts in upstate New York, the answer to profitable summer programming lies in drop-in classes.

"We're in a cold-weather climate, so summer is actually really hard to attract people—everyone wants to be outside, and no one wants to commit to a full season," she says.

Tonawanda Dance Arts offers a children's program in which every class is à la carte: 30-minute, $15 drop-in classes are offered approximately two times a week in the evenings, over six weeks, for different age groups. And two years ago, she created her Stay Strong All Summer Long program for older students, which offers 12 classes throughout the summer and a four-day summer camp. Students don't know what type of class they're attending until they show up. "If you say you're going to do a hip-hop class, you could get 30 kids, but if you do ballet, it could be only 10," she says. "We tell them to bring all of their shoes and be ready for anything."

Start-up costs are minimal—just payroll and advertising (which she starts in April). For older age groups, Boniszewski focuses on bringing in her studio clientele, rather than marketing externally. In the 1- to 6-year-old age group, though, around 50 percent of summer students tend to be new ones—98 percent of whom she's been able to convert to year-round classes.

A group of elementary school aged- girls stands in around a dance studio. A teacher, a young black man, stands in front of the studio, talking to them

An East County Performing Arts Center summer class from several years ago. Photo courtesy ECPAC

East County Performing Arts Center owner Nina Koch knows that themed, weeklong camps are the way to go for younger dancers, as her Brentwood, California students are on a modified year-round academic school calendar, and parents are usually looking for short-term daycare solutions to fill their abbreviated summer break.

Koch keeps her weekly camps light on dance: "When we do our advertising for Frozen Friends camp, for example, it's: 'Come dance, tumble, play games, craft and have fun!'"

Though Koch treats her campers as studio-year enrollment leads, she acknowledges that these weeklong camps naturally function as a way for families who aren't ready for a long-term commitment to still participate in dance. "Those who aren't enrolled for the full season will be put into a sales nurture campaign," she says. "We do see a lot of campers come to subsequent camps, including our one-day camps that we hold once a month throughout our regular season."

Serve your serious dancers

One dilemma studio owners may face: what to do about your most serious dancers, who may be juggling outside intensives with any summer programming that you offer.

Consider making their participation flexible. For Boniszweski's summer program, competitive dancers must take six of the 12 classes offered over a six-week period, as well as the four-day summer camp, which takes place in mid-August. "This past summer, because of COVID, they paid for six but were able to take all 12 if they wanted," she says. "Lots of people took advantage of that."

For Koch, it didn't make sense to require her intensive dancers to participate in summer programming, partly because she earned more revenue catering to younger students and partly because her older students often made outside summer-training plans. "That's how you build a well-rounded dancer—you want them to go off and get experience from teachers you might not be able to bring in," she says.

Another option: Offering private lessons. Your more serious dancers can take advantage of flexible one-on-one training, and you can charge higher fees for individualized instruction. Consider including a financial incentive to get this kind of programming up and running. "Five years ago, we saw that some kids were asking for private lessons, so we created packages: If you bought five lessons, you'd get one for free—to get people in the door," says Boniszewksi. "After two years, once that program took off, we got rid of the discount. People will sign up for as many as 12 private lessons."

A large group of students stretch in a convention-style space with large windows. They follow a teacher at the front of the room in leaning over their right leg for a hamstring stretch

Koch's summer convention experience several years ago. Photo courtesy East County Performing Arts Center

Bring the (big) opportunities to your students

If you do decide to target older, more serious dancers for your summer programming, you may need to inject some dance glamour to compete with fancier outside intensives.

Bring dancers opportunities they wouldn't have as often during the school year. For Boniszewski, that means offering virtual master classes with big-name teachers, like Misha Gabriel and Briar Nolet. For Koch, it's bringing the full convention experience to her students—and opening it up to the community at large. In past years, she's rented her local community center for a weekend-long in-house convention and brought in professional ballet, jazz, musical theater and contemporary guest teachers.

In 2019, the convention was "nicely profitable" while still an affordable $180 per student, and attracted 120 dancers, a mix of her dancers and dancers from other studios. "It was less expensive than going to a big national convention, because parents didn't have to worry about lodging or travel," Koch says. "We wanted it to be financially attainable for families to experience something like this in our sleepy little town."

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