My Dance Philosophy

I seek to inspire others through the discovery, teaching, and performance of dance.  Through dance, I help others to recognize their great personal worth, the wonder of our miraculous bodies, and the beauty of this earth and its many diverse cultures.  Through the art of dance, I assist others in finding elegance and joy in their lives.

Dance 261- Orientation to Dance

Fall 2011

The ‘Easy’ Route?

            When people ask what I am studying here at BYU and I answer with “Dance,” their response usually falls into one of two categories.  They either say “Dance?  You’re so lucky…I wish I could major in something like that,” or else their response is “Really?  That’s so… interesting.”  For those outside the world of dance, these reactions are not unusual; there is either a feeling of envy for the ‘easy,’ ‘stress-free’ road to a college degree, or else disbelief that someone would waste their college education on something as frivolous as dance.  For those of us who are dancers, we feel a great deal of protective pride in what we do, and we dislike being thought of as taking the easy road or one that will lead us nowhere.  We believe very strongly in what we do, and we see the value of studying dance in a university setting as being far greater than an earned degree.  For us, it is a lifelong commitment to dance education, advocacy, and experience—not simply a Bachelor of Arts.

            Personally, I did intend to pursue a degree in dance when I first enrolled at Brigham Young University.  I came here after nearly 15 years of intense, classical ballet training, and I had every intention of trying something different.  For two years, this was my goal, and I switched majors nearly each semester in an effort to find something that inspired me the way that dance did.  I never found it.  Calling my mother and expressing my frustration did nothing to help; she simply replied, “Honey, you’re a dancer.  Why are you fighting it so hard?”  With those wise words ringing in my ears, I auditioned for the dance major and was accepted.  As I started my classes that next semester, I was introduced to a new way of thinking about dance.  It was no longer something that I simply enjoyed doing and was naturally good at, it was an opportunity to change the world through dance performance and education.  My involvement with the International Folk Dance Ensemble gave me the chance to see how dance could spiritually touch those who watch it, and my dance theory classes showed me how dance education can give people the opportunity to express themselves and enhance their lives in nearly every other area.  As I learned and grew in my understanding of dance, my philosophy changed to include these new discoveries.  Now, I believe in two different but connected purposes for the art of dance: dance education and discovery, and dance performance.

            First and foremost, dance is a physical art.  It requires the use of the body, the mind, and our creativity as thinkers and problem solvers.  It allows us to tap into human emotions that we might not otherwise be able to express.  It can bring beauty and grace and physical strength to our bodies.  It enlarges our minds and challenges us to push ourselves.  For these reasons, why would anyone not want an education in dance?  The National Dance Education Organization website states that their mission is “a nation that affords every citizen equal access and opportunity to quality dance arts education regardless of gender, age, race or culture, socio-economic status, ability or interest.”  I find those last two demographics interesting—even those without the ability to dance or even interest in dance should be given a quality dance arts education.  Why do they believe this so strongly?  The answer can be found further down on the page.  They state, “Students who study dance are more

·         Self-motivated, disciplined and focused in their everyday lives.

·         Expressive in their communication of emotions, thoughts and feelings.

·         Creative and imaginative.

·         Able to critically analyze their own work and the work of others.”

Isn’t this exactly what we are trying to achieve in our school systems already?  Aren’t we already spending millions of dollars every year in an attempt to increase motivation, enhance creativity, and foster critical analysis and teamwork in our students?  Every school teacher in the country wants these things for their students, and dance education can provide them at little or no monetary cost.  The only problem is that dance education is not currently seen as being of significant importance to change the current curriculum for inclusion.

            So what do I do now that I know these things and am faced with the task of being an advocate for dance education?  The first thing I must do is to prepare myself for a lifetime of teaching.  No matter where I may end up, there will always be a need for quality arts education, and my dance training, both throughout my life and specifically here at a university, will help me be able to provide that.  In fulfillment of this responsibility, I need to stay connected with the dance world and seek continuing education through journals, articles, and conferences.  I must make myself available for classes, demonstrations, volunteer opportunities.  I must become actively involved wherever I live, either through PTA groups or local arts councils.  Most importantly, I must teach my children and those I come in contact with about the importance of dance education.  As I do these things, I will be fulfilling my role as advocate, and helping the world to recognize the importance of quality dance education.

            The second half of my dance philosophy centers on dance performance, and the benefits both for the dancer and for the audience.  Martha Graham wrote in her essay, I am a Dancer, that “To practice means to perform, in the face of all obstacles, some act of vision, of faith, of desire.”  That is what dance performance is about for the dancer—it is the fulfillment of all of the hard work done in preparation, and it is the ultimate reward for the faith, desire, and determination that brought them to that point.  After all, unlike painting or sculpture, dance is a performance art by definition—an ephemeral art that exists for the performance of it.  For a child, there is perhaps nothing more exciting and rewarding than to step onto a stage and perform what they have worked so hard to learn, to the general applause of their family and friends.  To receive recognition for hard work inspires more hard work.  For a dancer, performance is often what drives their desire.  After all the hours of exhaustion, both physical and mental/emotional, the performance makes it all worth it.  For this reason, we must make dance performance opportunities available to our students if we want them to love and cherish the art of dance.  Whether in school assemblies, studio recitals, or performance tours, each student must be given the chance to dance in performance.

            The second half of this need for dance performance is not for the dancers themselves, it is for the audience.  By its very nature, dance allows us to feel things deeply, to experience more than we would otherwise be able to.  When we watch dance, we have aesthetic experiences that inspire greater goodness and renewed determination.  I have seen this personally as I have toured with the International Folk Dance Ensemble and have watched the audiences’ reactions to our performances.  It touches them in a way that they often can’t describe, and it brings them joy.  Often they are in tears by the end of the show; not tears of sorrow or grief, but tears of happiness as their spirits our touched by ours, without words.  Most of the people who watch us dance are not dancers, and many of them have never really experience the art of dance on a personal level.  By performing for them, we give them the rare opportunity to participate in something uplifting and important.  As a member of the church, I think that the Spirit touches them directly through our dancing, without words or direct communication.  As they are touched, they are uplifted and inspired to be better, kinder, and more charitable.  If I can affect someone in that way through my dance, why would I ever want to stop?

            In D&C 136, verse 28 it says, “If thou art merry, praise the Lord with singing, with music, with dancing, and with a prayer of praise and thanksgiving.”  I must keep dancing.  I must continue to be an advocate through my own dance education, and through the education of my students.  I must continue to perform, and I must give others the opportunity to perform.  Dance is essential in my life, and I must allow others to experience the same joy and fulfillment I receive when I dance, for themselves.  Though not everyone will understand how essential dance is to our troubled society, I must never give up or lose hope.  Through my efforts, I hope that understanding is increased, and new generations are given chances for dance that perhaps my own were not given.  As those of us who have chosen dance for our field of study while in college graduate and move out into the world, we must show them that we did not choose the ‘easy’ road.  We chose the road that, though difficult and rocky at times, will lead our society to a higher plane.  Through our efforts, maybe the NDEO’s vision will come true, and every person, whether they ask for it or not, will be given the chance to dance.

 Works Cited

-          The Church of Jesus Christ of Latter Day Saints.  The Doctrine and Covenants.  Intellectual Reserve: 1981.  Print.

-          Graham, Martha.  I am a Dancer.  Dance 261 Packet by Cathy Black.  Brigham Young University.  2011.  Print.

National Dance Education Organization.  www.ndeo.org