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 To Teach Or Not
To Teach
By Nancy Wozny
Career Transition For Dancers helps dancers find their
post-performing-years niche
Transition
is part of any career, but it affects dancers sooner— and far
more inevitably—than it does people in other professions.
Career Transition For Dancers (CTFD) was started in 1985 as a
service dedicated to guiding dancers into post-performance
careers. Through counseling, educational programs, and
scholarships, the organization’s offices in New York City and
Los Angeles have served more than 3,200 dancers in 47 states.
The philosophy at CTFD is straightforward: Transition is
inevitable, and it’s never too soon to prepare. Various
programs are directed toward dancers who are at the beginning,
middle, and end of their careers.
Teaching is
one of many career options open to dancers. In this interview,
executive director Alexander J. Dubé and career counselor
Lauren S. Gordon, MSW, CSW, discuss how CTFD helps dancers
make the transition into a career in dance education.
 Teaching
is an obvious choice for dancers in transition, and for years
it seemed to be one of the few options they had. How has
teaching as an option changed over time?
What percentage of your clients chooses teaching today?
LG: The
field has expanded from teaching dance within companies and
dance schools to include arts/dance education in public
schools, after-school programs, other subjects [such as]
English and art, and teaching at the university level. My best
guess is that about 30 percent of our clients go into some
form of teaching. It’s a very popular topic for our Career
Conversations panel.
Does the
panel usually include a well-known
former-dancer-turned-teacher?
LG: We’ve
had well-known local panel members, whether on the education
panels or any of the others. [In Chicago] Carl Corry from the
Joffrey Ballet talked about his Pilates business, and Nancy
Upper’s “Ballet Dancers in Career Transition” panel was based
on her book [of the same name]. [American Ballet Theatre
artistic director] Kevin McKenzie, [former New York City
Ballet dancer] Michael Byars, [Dance Insider art
director and webmistress] Robin Hoffman, and [psychologist and
former NYCB dancer] Linda Hamilton have also participated.
 You
offer workshops on making the career transition to teaching.
It’s not a choice that fits
everyone.
How can dancers know if they are suited to teaching?
AD: Not
every dancer is interested in teaching dance or is suitably
talented to become a teacher. The best way to determine if
they have the aptitude, patience, and talent is to teach
classes in [their] own performing company. During a layoff,
conduct classes at dance schools at all levels. To be a
teacher in any field requires a dedicated work ethic, verbal
skills, patience, history of the subject, and the ability to
inspire. Also, a little humor is important.
LG: Well
put. Experiencing teaching at many levels and ages is key in
assessing if this is a good choice. Talking to other teachers
is also very important to find out the realities.
Does
CTFD keep a list of former clients who are willing to talk to
dancers who are considering the teaching option?
LG: We have
a resource directory that identifies dancers in all
professions, including teaching, who are available for email
contact by other dancers. We also have an ongoing separate
list of teacher/dancers who are available for email or more
direct contact, on a case-by-case basis, by teaching venue
(public, arts in education, university level, etc.) or by
geographic region.
Some
teachers might want to open their own studios. Do you provide
assistance on the nuts and bolts of running a business? Do you
keep any statistics on how many retired dancers go on to run
studios?
AD: Since
our scholarships are for both education and entrepreneurial
endeavors, there have been a number of dancers who have
applied for grants to start a studio. That application process
includes a detailed business plan.
LG: We have
a business group in New York City where members share
information, where we identify specific in-house or outside
mentors in the business and arts communities, and we have a
Career Conversations panel each year on business basics. We’re
recognizing that this is a growing interest among our dancers,
including opening studios. We get approached about a dozen
times each year.
Many
studio owners pride themselves on producing students who go on
to dance professionally. How can studio owners and teachers
better prepare their most talented students for the rigors of
this career?
AD:
Bringing in professional dancers to share their experiences,
strengths, and hopes about their careers is important. And
preparing for the day when dancing will no longer be an option
is also important. Planting the seed of the inevitability of
transition at the beginning of a dancer’s career gives them
the opportunity to take the necessary steps to make a
thoughtful transition and, more importantly, to avoid crisis.
LG: Also,
it’s important know when to let go so that those destined for
a dance career can receive more intensive training.
I
understand you are offering your services to younger dancers
and have an outreach program for pre-professionals and high
school students. Can you summarize what happens in those
workshops?
LG: Part of
our local and national outreach is to meet with dance students
at pre-professional schools and universities. Sometimes they
participate in our workshops for the hosting ballet company or
local dance community as well. We also hope to link up more
closely with Dance USA when we can. We are already using their
book, From Campus to the Real World (and Back Again).
Essentially we introduce them to our program, the concept of
change, the concept of a dancer’s many transitions, how to
normalize change, and how planning and preparing from the
beginning can enhance one’s dance career rather than detract
from it. Earlier preparation prevents more serious crises,
opens up new worlds, and provides more time for planning and
integration for the present and the future. We meet with
dancers in both group and more individualized sessions, and
we’re available to meet by phone (or in person in New York or
L.A.) to have a counseling session. We’ll also determine what
other resources of CTFD may be helpful.
CTFD has
helped many dancers enter new careers through counseling and
scholarships. And it’s terrific to know that dancers are such
flexible people that they can achieve success in many careers.
However, a certain percentage of ex-dancers need to stay in
the dance field so that the next generation can reap the
benefits of their experiences. Do you have any comments on the
“stay or go” dilemma?
AD: Here at
CTFD each dancer begins his or her own personal journey of
rediscovery when dancing is no longer an option. For a number
of personal reasons, many dancers decide to transition into a
completely new career. For those who have the talent and name
cachet, there are opportunities to stay in the dance field.
However, it is safe to say that there are not enough job
opportunities in the dance field to absorb the numbers of
transitioning dancers.
LG: Some
dancers find that teaching dance is a natural calling and will
pursue it; some recognize that it’s not their talent. In some
cases a smaller company outside a large city may be fertile
ground to build a career in dance [education].
CTFD
provides support for dancers at all phases of their careers.
There is a fine line between setting realistic goals and
scaring dancers out of taking this career choice. How do you
manage that issue when presenting to young dancers?
AD: First
of all, dancers are not easily frightened. A reality check is
always healthy and dancers are able to grasp the reality that
they are entering a career that will end at the average age of
29 ½, not unlike an athlete. The questions that beg to be
addressed and answered are “What will I do the rest of my
life?” and “What steps do I take to make this happen?”
LG: Another
important question is “How do I have my best dance career and
take steps to take care of the rest of my life?”
For more
information, call 212-764-0172 or visit
www.careertransition.org.
Photo
captions (bottom two photos): Career counselor Lauren S.
Gordon, MSW, CSW and
Alexander
J. Dubé.
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