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Speaking
Of Dance
By Debbie Werbrouck
Word choice and timing are keys to good communication.
Plié, tendu, and pas de bourrée. Shuffle ball change, flap heel dig. Contract and release, leap and turn. In dance, each action and step has its own terminology, which varies from style to style and discipline to discipline. Traditions and speech patterns in different parts of the country, as well as various schools of thought, influence language use and specific terminology. Dance educators are used to the special language of dance. But in practice, dance-related terminology is only one aspect of the language concerns that deserve the attention of dance teachers.
Word choice has a great deal to do with successful communication. In the classroom, teachers must use words that are descriptive, energetic, and motivating. How you word a correction must be based not only on what needs to be fixed but on who is receiving the correction. The age, ability level, and personality of the student all factor into which words will produce the desired results. A sensitive preteen needs a gentler correction than a seasoned adult, just as a high-achieving teen would be insulted with a “sweetie pie” correction better suited for a preschooler. Knowing your students and their motivations helps to determine your choice of words.
Other language issues surface with parents. A balance of consideration and mutual respect must be maintained. Successful teachers try to establish a partnership with parents in the effort to provide quality dance education. They also need to establish a parent/teacher relationship that supports that partnership. They need to be professional and pleasant and must be able to speak knowledgeably about dance and the students.
Fortunately, most interaction with parents is pleasant and
positive. At times, however, diplomatic skills are needed. In
tense situations, it’s important to choose words that diffuse
the parent’s anger and maintain or regain a good relation
ship.
You need to maintain a professional demeanor, even if you are
being treated disrespectfully. Here’s a technique to try if you
find yourself in a situation that is becoming adversarial:
Pretend that your conversation is being recorded and will be
played back before your entire clientele. Try to remove yourself
from the situation and pretend that you are a detached observer
evaluating the outcome. This will help you to maintain your
composure and choose your words carefully.
Just as important as your own use of language is that of your faculty and staff. The person or persons who answer your phone and interact with parents and students present an impression of your school—and it should be one you want to make. Do your employees use proper grammar? Do the words that they use send the message you want to convey? Their word choices make a subtle difference. Think about the following word pairs, which are often used interchangeably: educator vs. instructor; students vs. kids; tuition vs. cost; school vs. studio. Each word in the pair projects a different tone.
Take the time to explain to your employees exactly how you expect them to represent your school. This should be part of their job description. Talk about the general impression you want to project as well as any words that you want them to avoid, then give examples and do some role playing during training. These techniques will minimize the chance that you’ll want to hurdle a ballet barre and two file cabinets to grab the phone from someone and interject your own words into an exchange with a prospective customer.
Language matters in your personal life as well. From the greetings or responses we give to our families to the private conversations we have with ourselves in our heads, our choice of words affects our thinking. Try talking to your family in the polite manner you use for your dancers and their parents. After the strange looks they’ll give you, they may even respond in kind—maybe jokingly at first, but it could become a habit.
As for your dialogue with yourself, try thinking about your
“problems” as “challenges.” Replace “overwhelmed” with
“involved” or “happily busy” and “have to” with “choose to.”
It’s am
azing
how changing the language in our heads can change our
perceptions and attitudes. The timing of those carefully chosen
words is an important factor in communication. Giving
corrections in a positive, encouraging manner after a student
has enjoyed a success (even something as small as accomplishing
a good combination in class) is a better choice than giving the
same correction when the student’s self-confidence is visibly
down. And if you’re thinking about asking a spouse for a hand
either at home or at the studio, wouldn’t it be better to do it
in a relaxed atmosphere than to hit them between the eyes as
they roll in after a long day?
Even in conversations with ourselves, we get much better responses when the timing allows our subconscious to relax and be creative instead of piling another challenge on top of a long list of demands. Take a moment to think of your accomplishments before reviewing your to-do list. Consider writing your challenges in a journal and letting your written words spark solutions in your subconscious.
From terminology and corrections in class, to interactions with parents, to language choices with family, what we say and how we say it makes a difference in how well we communicate. So take a moment and a breath and think about the results you want. Then choose the words and the timing that will do the most to get you there.
Photos by Traditions Photography
Contact:
Goldrush, P.O. Box 2150, Norton, MA 02766,
Phone: 888-i-dance-9, 508-285-6650, Fax: 508-285-3179,
Email: Goldrushdance@aol.com
Copyright 2006 Goldrush Magazine, a division of the Rhee Gold Company and Gold Standard Press, LLC. Goldrush Magazine and Goldrush Online is published twelve times annually. No contents of Goldrush Magazine and Goldrush Online may not be duplicated in whole or in part without permission of the publisher. Inclusion in the Goldrush does not imply endorsement by Goldrush or its employees
