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"No formal training. No dance studio. No mentor," says Erik Saradpon about his beginnings in hip hop.

"I think that's why I'm especially tough on these guys, because I don't take the relationship for granted," he says, referring to his students. "I'm like a dad to them. I had a shortage of role models in my life. I wanted that so badly. I project that onto my kids."


Saradpon has carved out a formidable career teaching, choreographing and heading the hip-hop program of the Temecula Dance Company in the Los Angeles area, and as the founder/director of the hip-hop troupe FORMALITY. He was a second runner-up for the Capezio A.C.E. Awards, winner of Best Hip Hop at the Industry Dance Awards and second-place awardee at the 2018 Palm Desert Choreography Festival. And he's an in-demand teacher studio owners turn to when they desperately need to learn hip-hop instruction—or to find, hire and nurture their hip-hop teachers.

In his hour-long hip-hop classes, Saradpon gives at least 15 minutes of warm-up. "I get the blood moving, the hips alive, get the shoulders activated, get them feeling funky," he says. He then moves on to progressions across the floor. In all levels, from beginners (no younger than 8) to advanced, he teaches fundamentals—basics of weight shift, placement, grooves, freestyle and mechanics. "With the older guys, I do way more style and performance, and later I introduce textures and dynamics," he says. "If they can do technique well, they can do anyone's choreography. I want to train them beyond the competition studio—to succeed outside."

"Sometimes I see clean dancers with no essence of what makes it cool"

Observing a trend in hip-hop studios across the country, Saradpon notes a certain hollowness in the training—teaching the moves without the style or wit of the streets where it started. "Sometimes I just see clean dancers with no essence of what makes it cool," he says. "Some teachers can't touch on what makes it cool or don't have a student who can show how to do it. I have an abundance of guys who know how to show it."

And the frequent lack of structure, discipline and studio etiquette in hip-hop classes make him crazy. "There's too much freedom, so kids don't know how to take a good class," he says. "I can't fathom why hip-hop teachers don't embrace that enough. I feel they reserve that only for ballet or other technique classes. Discipline is great in everything—sports, relationships or hip-hop class. The kids succeed here [in Temecula] because they are disciplined."

Photo by Patrick Andrada, courtesy of Saradpon


"My savior was music"

Saradpon grew up in San Diego in a Filipino-American family with three brothers. "There was lots of testosterone in the house, and I didn't have an outlet like soccer or martial arts," he says. "My savior was music, and music for me is so related to dance. Eighties music—Duran Duran, Madonna, Prince, Bobby Brown—became the soundtrack to my life." In junior high, he joined the show choir, singing show tunes without really knowing what "Broadway" meant.

It was the hip-hop crew he started in his backyard that led, in 1996, to the formation of FORMALITY, the troupe he still directs today. "We would perform at everything from school talent shows to assemblies, street competitions, car import shows," he says. "Through that crew I learned how to teach people to become teachers. And they became teachers in studios all over Southern California."

In 2006, when the artistic director of Temecula Dance Company, Jimmy Peters, invited him to teach, Saradpon was initially reluctant. But, he says, "it turned into the best time of my life. [Jimmy] said, 'Do what you do with FORMALITY here within these studio walls.' He taught me a lot about seeing the best in kids, that when a boy walks into the studio, as terrible as he may be at that moment, he's defeating the odds already by being here. We take every boy who comes through those doors very seriously."



Saradpon has coached and choreographed for The Boys of Temecula, the ensemble from Temecula Dance Company that wowed viewers on NBC's "World of Dance." Photo by Trae Patton/NBC, courtesy of Saradpon


"It's your class—education is education"

Last year, Saradpon gave his first hip-hop conference for teachers at the DanceLife Teacher Conference in Phoenix. He was stunned to see more than 100 eager teachers in the audience. "They wanted to know where they could find teachers like me, how to build a discipline in the hip-hop genre," he says. "They're fighting hard to stay relevant, not dated or hokey. They ask if it's cool to do a warm-up, progressions and choreography. I say, 'It's your class—education is education.'" He advises them on how to cultivate teachers within the studio, shares kid-friendly playlists and recommends where to find proper hip-hop-class attire. "Sometimes on my social media, I'll get a message from a teacher in her 50s or 60s, wearing her warm-up suit and doing my progressions," he says. "I'm always tickled by that. You need to know who you're reaching."

An example of his practical instructional sequence for teachers uses familiar music: "Step in Time" from Mary Poppins, with hip-hop beats. "It shows them how to formulate it, where the accents are and what kind of big moves and weight shifts look good within the phrasing of the choreography," he says. "Good choreography is good storytelling—there's an intro, content, buildup and conclusion."

"I don't think anyone was aware of how popular it was going to become"

Some dance industry professionals have suggested that hip hop needs a syllabus like ballet or jazz to establish a universal hip-hop vocabulary and curriculum. "That's an uphill battle," says Saradpon. "I don't know what the solution is." In ballet, despite the disparate schools, a tendu and a pas de bourrée are globally recognized. Hip hop's freestyle, improvisational moves differ from the Bronx to the West Coast to Memphis. Beginning with its origins on urban blocks, he says, "I don't think any of them created it to become a dance artform to be consumed by dance studios."

Despite his successes, Saradpon has faced insecurities about his own career. So reputable as a men's teacher, he's often felt less capable of teaching and choreographing for women. Watching commercial choreographer Rhapsody James (Dance Teacher, April 2010) has inspired him to calibrate his eye toward making a visual impact, using women's anatomical differences and movement quality to their advantage. Watching him work with intermediate girls in the studio, though, you'd never detect a problem. The girls match the boys on nearly every level.



Teaching at The Pulse. Photo courtesy of Saradpon


"Love on hip hop the way you would ballet"

For those studio owners who know that they need to strengthen and honor their hip-hop programs, Saradpon shares advice: Don't treat the training like a poor, distant cousin. "Love on the hip-hop program the way you would love on ballet technique or tap or jazz," he says. He asks studio directors to value those teachers like anyone on their staff, but to still demand a lot, and let them know what they demand.

"Don't be afraid to think outside the box when looking for a hip-hop teacher," he says. He counsels teachers to search within their own studios for an instructor or an advanced student who might teach hip hop—even students from 20 years ago. "Don't be afraid to be vulnerable and announce what you're looking for in a great hip-hop teacher," he adds.

He stresses serious professionalism in every aspect of the work: the integrity of the instruction and the choreography; prompt, clear responses to e-mails; and rational, emotionally restrained interactions with students' parents with concerns.

Hip-hop instructors also need committed support. "Value yourself and don't ever settle," he says "Don't allow yourself to feel like you're on a remote island. Trust in your voice and the structure of your class. Be authentically yourself. That's been my strength here in the studio."

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Lythgoe at home in L.A. Photo by Rose Eichenbaum

Nigel Lythgoe makes it clear that he is not a dance teacher. The one time he was invited as a student to teach little kids, he scared the hell out of them. He was impersonating a jack-in-the-box, and when the kids approached, he jumped up and shrieked. "Three of the little girls ran off," says Lythgoe. "Two of them peed themselves, and I was never allowed to go near little kids or teach them again. That was my one experience as a dance teacher. And now they're giving me an award!"

But Lythgoe has done as much as anyone to draw America's consciousness to the art of dance. And that is, in a very pervasive, influential way, teaching.

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In one of the expansive, sunlit dance studios at the University of California, Irvine, Lar Lubovitch throws out some nuggets of wisdom about the movement quality he seeks. "If you're not breathing, the dynamics are flat," he says. "You can't capture my interest if it's a flat line." He particularly insists on the play of tension and release his choreography demands, how the energy emanates from the coiling of the spine: "You're just getting into poses, instead of a spiral so extreme it has to unspiral."

In July 2016, the university bestowed the title of Distinguished Professor on Lubovitch. At 74, the celebrated choreographer still possesses the deftness to demonstrate some of his steps, although he relies on former Lubovitch company dancer Katarzyna Skarpetowska, now a répétiteur, to fully flesh out the dance phrases for the 25 students in class. They're learning a solo called "Pardon my Affection," from Thus is All, a ballet he created for the Royal Danish Ballet in 1998.

Previously, Lubovitch's experience at the higher education level had been setting works on The Julliard School Dance Division and other university dance departments. But what compels him to teach at this stage of his career? Check out this slideshow of images of Lubovitch in the classroom to learn why he's going back to school.

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DeGarmo leads a professional development session for his team of teaching artists. Photo by Rachel Papo

"I always had a dual path of teaching and choreography," says Mark DeGarmo. At the same time as Mark DeGarmo Dance (MDD) embarked on 28 international tours in 12 countries, the company has also partnered with New York City schools to provide programs for kids struggling in some of the toughest socioeconomic conditions. What they've learned from three decades in classrooms with these kids has set MDD apart as a model for dance education.

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LMU Dance students improvise behind their teacher. Photo by Rose Eichenbaum

On a Friday afternoon in May, Rosalynde LeBlanc Loo rehearses Loyola Marymount University junior Tina Dossa in one of the dynamic, sink-or-swim sequences of Bill T. Jones' D-Man in the Waters. Explaining the use of weight and gravity, LeBlanc Loo coaches her student to “get heavy and low into the floor and find the rebound out of it." She exhorts Dossa to experience the resistance and “feel the arms cutting through water" and to change up the phrasing to give some steps more value. Perhaps most important, she reminds her student to “think of this as a task and not choreography."

From 1993 to 1999, LeBlanc Loo danced in the Bill T. Jones/Arnie Zane Company. Known for her gutsy moves and dramatic presence, she now passes on her wealth of experience as an assistant professor of dance at LMU in the Westchester suburb of Los Angeles. In March 2015, the university announced the launch of an educational partnership with Bill T. Jones/Arnie Zane Company that would bring the choreographer's works, philosophy and mentorship to a West Coast university for the first time. “I'm thrilled, honored and moved to start this partnership with LMU and couldn't be more pleased to have Rosalynde LeBlanc Loo at the helm," says Jones.

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Located at the gateway to the University of Southern California's arts neighborhood, the USC Kaufman building facade and exterior have been designed in traditional Collegiate Gothic style. USC Kaufman partners with arts organizations and dance companies, such as The Music Center and Hubbard Street Dance Chicago, to present dance performances and workshops.

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Gelsey Kirkland shares her passionate approach to traditional ballet training.

Dawn Gierling and Cristian Laverde Koenig, in Antony Tudor’s The Leaves are Fading

Ask Gelsey Kirkland to elucidate her idea of classicism and it’s easy to recall the hallmarks of her dancing, all that made her genius blaze: “It’s opposite to chaos,” she says. “It’s unity, wholeness, simplicity, a quality of patience in the body, plasticity. The body has to be able to absorb and radiate light. You have to be open, and the geometry has to be clear. It has to be very organized, and the body has to be working mechanically in an efficient way that’s not pushed.”

In their yin/yang manner of discourse, Michael Chernov, Kirkland’s husband and co-artistic director of the Gelsey Kirkland Academy of Classical Ballet, chimes in with a definition that expands beyond classical ballet. “Classicism is something that is recognized through time,” he says. “What’s classical in ancient Greece is recognized now and later. That occurs because of the qualities Gelsey is referring to—the symmetry, the harmony, the wholeness.” The idea behind classicism, he proposes, dives to the root of human nature. Are we merely flesh and blood shuffling off our mortal coil or do we possess a divine spark?

With precepts like that, establishing, running and adapting a ballet school—theirs has 80 students in the professional division, 15 in the pre-professional level and five levels in the children’s division—to today’s students could be considered somewhat of a challenge, particularly in an age where hype and mediocrity too often trump classicism, not just in ballet but in the culture at large. And yet, if you watch any of the Gelsey Kirkland Ballet’s performances of chestnuts such as The Nutcracker and The Sleeping Beauty (for the 2014–15 season it’s Don Quixote), you can see the effect of the training—even in the youngest dancers. The students are encouraged to revere the components of classicism. This results in centered pirouettes; lengthened lines of the body; port de bras that’s never thrown away; well-motivated acting; buoyant jumps; a healthy relationship to space and to other dancers; and an organic sense of purpose onstage. 

Kirkland and Chernov confer; (below) Eva Janiszewski teaches a summer intensive class.

In her own journey, Kirkland began as a student at The School of American Ballet, became a star at New York City Ballet as a teenager and subsequently joined American Ballet Theatre to dance the classics with Baryshnikov. Along that bumpy path, as documented in her book Dancing on My Grave, she worked with teachers such as Maggie Black and David Howard and became a muse for Balanchine, Robbins and Tudor, among others. She seemed like the perfect image of the eclecticism of American ballet: speed, drive, ambition toward perfection, perfectly streamlined technique, musicality, the versatility to dance anything with élan—sort of a Meryl Streep on pointe.

And yet, she points out, she learned classicism in reverse, backtracking from Balanchine’s neoclassicism to Petipa’s classicism. She doesn’t want her students to do that. “You can make the classical instrument go in many different directions,” she says. “I’ve experienced people who are trained in a particular neoclassical style not being able to do the classics. I’m a big believer that if you start at the center, you can move out from there. But you can’t go the other way.”

Chernov, who studied ballet and theater at the National Ballet and Theatre School in Melbourne, Australia, and the Urdang Academy in London, and danced in Europe and Australia until his retirement in 1986, offers the analogy of classical drama. “You can’t do a university course where you do four weeks of Shakespeare, four weeks of Chekhov and four weeks of Pinter,” he explains. A student needs an immersion in the spirit and language of classical theater, and a ballet dancer, they feel, needs the same with Petipa and Bournonville. “If you are doing a little bit of everything, you’ll never learn what style is, because everything will look the same—generic. That’s the summary one can make of contemporary life—that everything is becoming the same,” he adds.

And so, the GKA curriculum follows what might be considered an evolved Vaganova syllabus, which incorporates principles of alignment from Maggie Black, David Howard’s ideas about kinesiology-based movement, the core dynamics of Dreas Reyneke (who trained Kirkland at his renowned Pilates-based studio in London) and mime and acting directly with Pilar Garcia (who served as drama and mime coach to Kirkland during her ABT career). “The reason we chose Vaganova is because it’s the most logical system, the most scientifically thought-through system,” says Chernov. “We do work with the Russian system, but it’s our understanding and interpretation of all of that that makes it unique,” says Kirkland.

Summer session at the Tribeca studios

Both Kirkland and Chernov became convinced of the value of Russian-based training during their Vaganova teacher training, completed in 2003 at the Victorian College of the Arts in Australia, and two years separately with Russian master teacher Nina Osipyan, a former ballerina with the Moscow Classical Ballet. “Her teaching was the epitome of simplicity and naturalness,” says Kirkland. “The alignment was beautifully harmonious. It didn’t look pushed. I did her classes all the time and wrote them down.”

Most professional American dancers feel that their experience alone grants them the credentials to teach. But Kirkland realized that she needed to learn a step-by-step process, including the principle of “the divided exercise,” the Vaganova method of breaking down steps technically and teaching them at the appropriate ages.

When you watch Kirkland, now 61, teach in the GKA’s spacious, column-free, light-filled studios in Tribeca, the ease, fluidity and purposefulness of the movement help you to understand how she achieved the rapid-fire precision of Theme and Variations or the lyrical authenticity of her Giselle. One of the great powers of the school is the students’ opportunity to directly observe that.

Two examples of the specificity of Russian training are the use of the upper body and focus. The Russian emphasis on épaulement, the coordination of the port de bras, head and torso movement, Kirkland stresses, is often mistaken for style when it is actually organic principles of movement and balanced dancing. The focus comes when a student finds her own center and allows the diagonals of focus to emanate from that center, rather than gravitating to the corners of a studio or stage. With that clear focus, the student can relate directly to other dancers and to the stage space. When that happens, says Kirkland, “You can see a person.”

Kirkland and Chernov feel that pasting acting skills onto a dancer doesn’t work; dramatic motivation, including mime, must move through the body. “You have to find a plasticity and make choices to create a character,” says Chernov. “You have to understand how to embody your acting. And you have to train students on the classics,” like a piano student training on Mozart before experimenting with contemporary composers. The students sometimes even vocalize before class, to literally find their voice.

Kirkland and Chernov have trained five teachers in their method.

As for mime, an elusive artform for 21st-century dancers, “The first thing we tell them is it’s going to feel totally unnatural,” says Kirkland. Because storytelling through the classics is the GKA medium for developing dramatic technique, they introduce it at a young age. Last summer, the school inaugurated its Storybook Ballet Camp, for ages 3 to 8, consisting of five days covering five classical ballets: The Nutcracker, The Sleeping Beauty, Peter and the Wolf, Coppélia and Swan Lake. Each day, Pilar Garcia relates the story and teaches movement to the music.

During her performing career, Kirkland struggled mightily with the need to be perfect, an irony for many who viewed her dancing as flawless. When it comes to the GKA students, she’s determined to stop that in the doorway. “Perfectionism is the obsession,” says Chernov. “Working toward perfection is a process.”

“At the school we take in many different body types,” says Kirkland. “And so the hope is that we’ll eventually be able to work on the specifics of how to create a classical instrument within each limited body, depending on what God gave them as a gift.” Seeking perfection, in other words, can’t include the coveting of someone else’s impossibly long legs or metabolically blessed body.

What the GKA does focus on, however, is breaking bad habits that permeate much of American ballet training. “Ive had a lot of remedial training,” says Kirkland, referring to her odyssey from eclecticism to classicism. “And that’s what we do here—fast track people. So we try to find creative ways to undo those habits and keep it interesting to them,” whether it’s unlocking a misaligned torso or re-coordinating a blockage in pirouettes en dedans.

During Storybook Ballet Camp, students learn about five classical ballets.

Alexandra Gonzalez leads a Storybook
Ballet Camp session for 3- to 8-year-olds.

Within the organization, Kirkland and Chernov have trained five teachers in their method and would like to establish relationships with other schools. But because their teacher training requires time, says Chernov, “You can’t do it the way ABT’s doing it with a two-week course. You have to embody the training.”

Kirkland and Chernov’s strength as a team works because of their symbiotic relationship. That’s partially what attracted Dawn Gierling, who has danced the leads in The Nutcracker and The Sleeping Beauty with the Gelsey Kirkland Ballet (which features 23 company members who have studied at the school, with additional casting from current students. Chernov and Kirkland want to expand it into a classical company that can rival ABT and NYCB). From Dawn’s first audition, her mother, Diane Gierling, saw that the school was the model they were looking for after trying several schools, including The Harid Conservatory. “The dynamics were there,” she says. “Misha (Chernov) wears 22 hats and he wears them well. And Gelsey’s methodology is top-notch.” In addition to the resources, such as individual coaching and access to first-rate medical specialists, such as Drs. William and Linda Hamilton, Gierling was impressed by the production values of the performances and how the dancers actually enjoyed what they were doing.

The Kirkland Ballet will perform The Nutcracker at Schimmel Center at Pace University, NYC, December 11–21. (Dancers shown are Galen Bolard and Marko Micov. )

Through the process of running a school, both Kirkland and Chernov have learned plenty: diplomacy, patience, organization, stage management and how to corral resources. “You learn what you’re good at and what you’re bad at,” says Chernov. “You learn to hand over control for what you’re bad at or what you haven’t got the energy for…but not too quickly.” DT

A former soloist with American Ballet Theatre and the Joffrey Ballet, Joseph Carman is a longtime contributor to Dance Magazine, Pointe and Dance Teacher.

Photos from top: by Luis Pons, courtesy of GKA;  (6) by Kyle Froman; by Igor Siggul, courtesy of GKA

New York City Ballet principal Daniel Ulbricht takes on a new role: artistic advisor to Manhattan Youth Ballet

Who’s the short guy at the front of the classroom with the springboard jump, permanent high spirits, muscular technique and insatiable stamina? It’s Daniel Ulbricht, principal dancer with New York City Ballet. Ulbricht is widely renowned for his electrifying presence onstage. What isn’t so well-known is his talent for teaching—and his remarkable drive to do so.

Last June, Rose Caiola, the executive artistic director of Manhattan Youth Ballet, announced that Ulbricht, who’d been teaching regularly at MYB, would become artistic advisor to the pre-professional ballet academy. The departure of François Perron, the former managing artistic director of MYB, left a vacancy for a teacher and advisor with energy, foresight and the ability to pull the best out of young ballet students.

Erin Fogarty, the director of programming at MYB, had worked with Ulbricht at the New York State Summer School of the Arts in Saratoga. “I have been friends with Daniel for many years, and I’ve seen him come to life as a dance educator,” she says. “He’s so good with kids of all ages, and he really knows how to deliver information.” NYCB principal Wendy Whelan, who teaches at MYB when her schedule allows, also admires Daniel’s teaching talent. “Daniel is a natural,” she says. “He’s organized and very confident and comfortable. The guy likes to talk and explain—he’s generous with his knowledge.”

After Perron’s departure from MYB, Ulbricht says, “I started doing a little more at the school than just the guest-teaching spot. I was frequently coaching and running rehearsals.” He sat down with the MYB staff and NYCB artistic director Peter Martins and made a plan to work this demanding post into his dancing schedule. Now, as artistic advisor, “Daniel is in a lot of the meetings for our programming—what we want with the curriculum, how we are developing and changing it, helping it grow, what the kids will perform, what variations we think they should learn,” says Fogarty. “He doesn’t sit here at a desk, but he has major decisions to make.”

But why, at the age of 27—and the apex of his performing career—would Ulbricht want to divert his energy to another demanding job? Even before the appointment, he was devoting 50 percent of his time outside of NYCB to teaching jobs, often during stretches on the road. “I’m hoping that this will help me build something,” he says. “To really sustain and accelerate progress, you have to have a more present approach to teaching. I thought it would be interesting to create a unique platform here, an open forum to make this as successful as possible for a nice caliber of teachers and students.”

“I think he’ll do a fantastic job,” Whelan says. “I’m sure he’s chomping at the bit—he has so many ideas, so much energy. He dances a lot with the company, but not as much as some others, so he wants to fill in the time with more dance.”

As artistic advisor, Ulbricht’s duties include teaching at least twice a week at MYB and helping to outline and improve a solid curriculum and standard for the school. For the past 16 years, MYB has offered a diverse curriculum that included Vaganova and Balanchine training. Ulbricht hopes to highlight the faculty’s teaching strengths and find out what shortcomings need to be addressed. “If I have one teacher teaching style A and another one teaching style B, I’m losing the cohesion I need,” says Ulbricht. “That’s probably the most sensitive area as well, because a lot of teachers get very comfortable in their styles, but that’s really what it’s about—getting the teachers on the same page so the students can take full advantage of this opportunity.”

But he admits that he will be experimenting as he goes along. “The syllabus is ever evolving in dance, I find,” he says. “You see a wave of students who do pirouettes particularly well and you go, ‘OK, that’s great.’ But if you have a school that doesn’t have very strong partners or jumpers or balancers, you need to address that. You want to find something that has a structure but can adapt. The dance world is changing, and we want our techniques to grow with it.”

Ulbricht began his teaching career at age 21, giving classes at NYSSSA during NYCB’s summer residency at Saratoga. At 23, he co-led the NYSSSA session with Jenifer Ringer and has been in demand as a teacher ever since. His style of teaching matches his vibrant presence onstage. “I would say it’s very high energy—that’s for sure,” says Ulbricht with a chuckle. “It’s a mix of strong classical technique and the speed and musical nuance that the School of American Ballet gave me. I am very positive and upbeat. I don’t want to see a student walk away from a class without reaching her potential.” A lot of students, he points out, think they can do anything because they see it on TV or YouTube. “They have to understand that there are still mechanics and technique involved—then we can have a really good discussion,” he says.

But Ulbricht wasn’t always confident at the front of the classroom. He started out so nervous that he would stutter through pliés. “I could show steps, but I had a hard time vocalizing them,” he says. Gradually, he learned that, just as with his dancing, a little fun went a long way. “I learned that the students did better when they were enjoying what they’re doing—when they weren’t doing tendus and pliés like they’re long division,” he says.

A number of mentors led Ulbricht to examine the methodology of teaching. Peter Boal, former NYCB principal and now artistic director of Pacific Northwest Ballet, tops the list. “He has a way of showing the combination without showing off,” says Ulbricht. “He realizes that sometimes people need to see how something is supposed to look. He’ll show it and you’ll say, ‘That’s amazing—I get it now.’ It’s very revealing, the way he demonstrates.” Ulbricht also cites Michael Vernon, now the Ballet Department chair at Indiana University, for giving him insight into how to work with people, and Patricia McBride and Jean-Pierre Bonnefoux for teaching him about Balanchine’s legacy while he was a student at the Chautauqua summer intensives.

Nonetheless, Ulbricht stresses that dancing is still his number-one job, and that teaching has only enhanced his performance quality. “Every time I teach a step, it’s like teaching a language—I’m looking up the verb, the origin and the usage of it,” he says. “Then I see how I can apply that knowledge to my craft onstage.”

One of Ulbricht’s top priorities for MYB is to bring in dancers from NYCB and American Ballet Theatre to teach and choreograph, making a tangible connection between the studio and the professional stage. “It’s not just about seeing so-and-so onstage in a tutu, but seeing that person and knowing that she cares about me and my dancing,” says Ulbricht. And he believes the professional dancers—Whelan included—will learn as much as the students. By encouraging both his colleagues and his students, he aspires to inspire both.

Choreographically, Ulbricht will be cutting his teeth with MYB, as well. “I always use the word ‘dabble’ when it comes to my choreography, because I think I am still discovering my voice and my process,” he says. He relishes unhurried time in the MYB studios to create, which is unlike the often-frenetic process at NYCB.

Ultimately, Ulbricht wants the ballet world to progress, and he wants to be part of the process. He thinks of his students as lightbulbs. “There are some who flicker, some who need to be replaced and some who are beaming bright,” he says. “My goal is to get that whole classroom beaming. My job is to turn it up to a brighter wattage. Success to me is if somebody says, ‘I received the best training possible.’ You never know what your students might become—they might become dancers, or fans of ballet, or philanthropists to the arts. But I want to instill that passion so that they can enjoy dance at any time in their life.” DT

 

Joseph Carman, former soloist with ABT and the Joffrey Ballet, is the author of Round About the Ballet.

Photo by Matthew Murphy

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