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Want It NOW!
By Judy Rice
The Challenges of the NOW generation
We see
it all around us
Easy mac
and cheese, instant messaging, high-speed Internet. Children
today expect immediate gratification in all areas of their
lives. How are ballet teachers supposed to compete with the “I
want it now” generation, kids who expect to see results
immediately? We know the hard work and years of dedication
that it takes to become an accomplished ballet dancer. So how
do we instill a work ethic in kids who do not know what it is
to work hard, because everything is available at their
fingertips?
Know
your enemy
I make it
my business to understand how my students view the world. I
read the books and attend the movies that rock their world. By
understanding the characters in Harry Potter, for
instance, I can make an analogy to something they are familiar
with. I can point out how their favorite heroes do have to
work hard to solve a mystery or to train and use their bodies
to win a game of Quidditch. Their achievements don’t always
come as easily as the swish of a magic wand. I don’t condemn
my students for wanting to slide through the barre; instead, I
try to find a way to make their ballet experience richer. By
understanding the enemy that technology is molding, I can
combat it without the kids even noticing. It is my job to add
depth to their dance experience. The discipline of ballet is a
tough hill to climb, but if you know your enemy you will
always have the upper hand.
Engage
them on their level
I try to
find ways other than books and movies to relate to students on
their level. I tune into their crazes by listening to their
music and incorporating it into my classes. It was a stretch
for me to use SpongeBob SquarePants music for
sautés, but it has become one of my most successful tricks.
Their bodies respond to the energy of the music and they try
harder to execute the jumps. They listen to my requests to
stretch their feet and use their plié to jump higher because
they are engaged in the music. I also use images from the
cartoons, commercials, toys, and food that they like, infusing
them with my passion for ballet. By speaking their language, I
reach my unsuspecting quarry.
Actions
equal consequences
Many
students today feel that the privileged, high-speed life is
accepted and expected. They don’t want to put in the hours
that are necessary to build a foundation for dancing. They
have trouble grasping the concept of using the floor
to make their movement thorough and honest. The expectations
of the instant-access society fuel the pre-fab house-building
syndrome. To combat this, I discuss the value of a house
having a solid foundation. Without one, cracks in the walls
above will appear as time wears on. Likewise, in dance, the
execution of more difficult steps is impossible without first
mastering the basics of ballet technique. I teach many life
lessons in my ballet class, using positive reinforcement as
well as tactics such as fining students or giving them
timeouts for inappropriate behavior. I teach dancers how to
listen and learn, that certain behaviors elicit certain
consequences (good and bad), and that hard work reaps rewards.
I also explain how dance has made me a better golfer, and that
it could make them better skaters or soccer players or
musicians. Whatever their life’s passion might be, the
training and discipline that they experience in ballet will
spill over to enhance their life and make it richer.
 Tell
them your story
Ballet
teachers must demonstrate passion for their art. Teachers who
don’t want to attend a ballet class or who moan about the
tedious aspects of repetition at the barre send a message to
their students that ballet isn’t important. Think about the
message that you want your students to hear and find ways to
communicate it. When I feel that I am losing a group of chatty
or nonchalant dancers, I tell them how I reached my goal of
dancing with the Joffrey Ballet. I began at the bottom of the
Joffrey system. I worked hard in my classes, but I also
watched rehearsals and learned, on my own, the choreography of
the company that was a step ahead of my level. The instructors
saw my interest and started watching me more closely in class.
They gave me a shot at the Joffrey Concert Group by bringing
in an extra boy and including us in the mix. Then someone was
injured and I got my chance to fill in for the part. I was
officially in the Concert Group. My goal was still two levels
higher, so I continued to work as hard as I could. Mr. Joffrey
saw me and moved me up to the Joffrey company as an
understudy. I felt like an outsider, but this did not deter me
from learning all the parts in The Taming of the
Shrew instead of just the one I was understudying. Again,
a dancer was injured, and when the understudy for that role
said she didn’t know the part, I announced that I did. I
performed the entire first movement without a mistake and the
whole company applauded. My diligence had paid off. I skipped
Joffrey II and was put into the main company. I had reached my
goal not because it was predestined but because I worked hard
and earned the spot. I tell this story repeatedly to encourage
my students to find their own opportunity.
Rise to
the challenge
Take the
challenge —tell your students a story from your past that will
get their attention. Dig deep for a tale that reflects your
work ethic, and communicate it to your dancers on a level that
they can relate to. I didn’t realize I had a story until I was
desperate to get the attention of a group at a convention. I
pulled it out of my hat and was amazed at the impact it had.
Everyone who is passionate about dance has a story. Kids love
hearing them and will respond. Remember that there are no bad
kids; they are just insecure. We must engage them, especially
with ballet. Grab these kids for the hour that you have them,
and make your “instant” in their time have an impact.
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