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Higher-Ed Voice: Semester One--WON!
By Jeanne Fornarola
Reality shock among freshmen dance majors and how to
overcome it
 Each fall they enter the dance studio, faces full of fake
confidence or sheer panic.
Some arrive for class 30 minutes early; some run in late, in
breakdown mode because of morning alarm malfunctions. New
leotards, pink tights, some sparkles somewhere, intact
ballet shoes, some still sporting a color other than pink
(probably leftover from a matched recital costume). They
have arrived. The new recruits. The freshmen class of '0?
"My name is Jeanne and I'll be your instructor for freshman
ballet. This is our accompanist, Kevin. Left hand on the
barre, please. Two demis, one grand port de bras forward . .
." With my words, so the journey begins. For these students
the next step toward a professional career in dance begins
in a college dance program. All college freshmen go through
a transitional period as they adjust to feelings of
homesickness, new freedoms, and academic and social
pressures. Dance majors are no exception, but added to the
traditional list are a few discipline specific adjustments.
Most students who have been accepted into a university dance
program were at the top of their game in their hometown
studio. In some cases they are shocked that others can turn
and jump as proficiently as they can. However, most of these
students have ventured outside of their dance environments
by participating in competitions or summer programs, and
they are prepared to work hard to measure up.
Transitioning
Dance in academia has its own culture and subculture, and
incoming students should be aware of that. They should throw
away any dance attire that matches and don purple argyle
knee socks with rolled-up sweats--dance majors are hipsters.
Fashion statements are fun and easy; other questions require
more thought. Life as a dance major is a new experience.
Some questions worth considering include:
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What's a typical day like? How much time is spent in
rehearsal; how much in lectures? Will I get enough
hours of dance in a day?
-
What performance possibilities will I have? Will I be in
performances as a freshman?
-
If I have a dance injury, will there be health care that's
attuned to the specific needs of dancers?
-
Are yoga, Pilates, and other related disciplines available?
-
Will I have the option of rooming with other dance majors?
-
If I spend my days in classes with mostly women, will I ever
get a date?
-
How isolated (if at all) are dance students--physically,
culturally, or because of the time demands of their
specialty--from other students?
Reality shock
The first surprise comes when students realize that they
need to go to the bookstore and spend time in the
library as well as the studio. Common to most university
dance programs is a dance curriculum, accompanied by
textbooks and supported by written as well as practical
exams. Students quickly learn to embrace the academic side
of dance, realizing that an understanding of history informs
their artistic quality as they perform
studies in Fosse or Luigi, Balanchine or Graham. (And yes,
spelling counts. Points off for the misspelling of
paradiddle or temps de cuisse.) Lectures and recitations in
dance analysis and criticism, along with increased exposure
to professional performances, allow the students to formally
study the elements of choreography, dance history, and dance
pedagogy. Soon they begin to emerge as creators and
contributors to the artistic process.
Through required classes in anatomy and kinesiology,
students soon begin to make significant improvements in
technique. Daily classes emphasize the importance of
executing movement safely and properly in order to minimize
injuries as students grow and develop. Their iliopsoas? They
may not be sure where it is or what it does, but they are
pretty sure it is sore. They adjust well to adjunct subject
matter that defines and augments dance, but new forms of
insecurity pop up in strange places. What seem unachievable
are the finesse and the artistry of the upperclassmen.
Dance-major rookies worry that they won't achieve the level
of sophistication they see in the seniors, and it seems to
threaten and motivate them at the same time.
Freshman wisdom
But enough of a teacher's perspective. After all, I still
insist on hair being in a neat bun, and I would never end
class without a proper reverence. I posed the question to my
freshman class at University of Buffalo: "What
advice would you give a first-semester dance major?" Four
second-semester "veterans" offer sage advice.
Laura Crowe of Chicago, IL,
On
self-motivation:
One thing that students need to get a grip on is that
improvement and success are based almost completely on their
own self-motivation. For example, there is no one telling me
I have to go to class. If I don't feel like going, my mom
isn't there to force me.
Amanda Rossitz of Rochester, NY,
On
overcoming public opinion:
One of the things that surprised me
when I came to UB was the treatment I received from other
students as well as adults because I am a dance major. I had
a suitemate who actually believed I wouldn't make it
anywhere in life because I chose dance as a major. I decided
not to listen to a lot of the students' remarks; it's not
their life, it's mine. My advice for incoming freshmen is to
follow their hearts. I know it's hard not to care what
others think, but if it's what you love, then it's worth it.
Krista Scimeca of Albany, NY,
On
finding new confidence:
The most overwhelming obstacle I had
to overcome as a first-semester freshman was having [enough]
confidence in myself. In my high school studios I worked my
way up through the ranks quite quickly, and I was
comfortable with my fellow dancers and instructors. Even
though the confidence wasn't always there, the comfort level
was, so I never thought about it. It took me the full first
semester to realize that I needed to be more confident in
myself to succeed here. Since I have made that realization,
I feel as if I've given myself more room to improve, and I
am enjoying myself much more as well.
Carrie Jurcak, Plymouth, MI,
On
being open-minded:
The biggest shocker for me on entering the dance program was
how accepting and willing to help everyone is. The
instructors don't treat freshmen like babies; they provide
guidance and always lend their support. I expected that the
upperclassmen would be mean or completely ignore the
freshmen, but I couldn't have been more wrong! They are
always there to answer any questions, lend a helping hand,
or just have a good laugh. I also had no idea that dance
majors would have to take written tests based on dance
history, dance
terminology, etc. If I could give one piece of advice to
freshmen dance majors, it would be to go in with an open
mind--no matter how much you know there is always more to
learn. I now realize that it doesn't
matter where you dance, what you dance to, or who you dance
with; once you find the artist within you, anything is
possible. I never expected to learn and improve so much in
just one semester!
Easing the transition
If university professors keep in mind the dancers'
transition from studio to college, and studio teachers
incorporate college preparation for the potential dance
major, everybody wins. Here are some tips for helping
your students "take the next step."
� Build students' vocabulary
Incorporate the use and spelling of all dance vocabulary
into your classes. Hand out terminology sheets, give
quizzes, and use a classroom blackboard or dry erase board
as a teaching aid.
� Teach history
Expose your students to basic innovators in the field. When
teaching contractions, talk about Graham; when teaching
Luigi arm patterns, talk about the dancer himself. Make sure
that the students are familiar with the history of the
ballet technique they are studying. You don't have to offer
separate dance history classes; as you teach the technique,
supplement the physical instruction with information about
the movement's origins. That way your students will have
context that will enrich their dancing.
� Emphasize alignment
One of the most important aspects of technique is alignment.
Understanding body placement and use of the center, or core,
is essential.
� Modern dance
Students who have had consistent classes in modern
techniques have an immediate advantage. Most students
have limited experience in the form and it is core
curriculum in many college programs.
� Include improvisation
Being comfortable with improvisation eases feelings of
intimidation and self-consciousness. Start teaching
creative problem-solving skills while the students are
young.
� Broaden their horizons
Encourage students to attend a variety of performances and
master classes and to read dance reviews, biographies, and
trade magazines.
The home teacher's role
You may be surprised at how much your students miss you when
they go off to college. So often they begin their sentences
with, "My teacher back home . . ." When they contact you,
whether by phone, instant messaging,
text messaging, or email, be sure to respond with words of
encouragement. You are as much a part of their support
system as their parents. If at all possible, visit! You are
always welcome in the studios and at performances. I always
appreciate meeting that "teacher from home," because I like
to say thank you
for your great preparation--and for trusting us with the
rest.
UB student Amana Rossitz was
surprised to find that non-dance majors criticized her
choice to pursue dance.
Photo by Jeanne Fornarola
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