Teaching online is a hurdle we are all facing right now as dance teachers. It’s something that comes naturally to some, but most of us are in a whole new world. I’d like to offer support to all of you; you are real champions for taking on this challenge to press forward with teaching as we all face the shelter in place or quarantined conditions of today. If you are new to Zoom and virtual teaching, never fear! Check out the Zoom Basics for Teaching Ballet Online article from The Ballet Source to get all the technical pieces in place first. Then, you can begin to schedule and prepare for teach ..read more

It’s a challenge we’re all facing in these recent weeks: how do we organize the madness that is our dance class schedule? In no way am I going to pretend that I can simply provide a solution that will work for everyone in this area. Every dance studio has a unique way of scheduling their classes, and the possibilities are endless. However, I do want to share a few hacks and one, simple, clean way to make sure your students are invited to, have access to, and will be reminded of every class that you’ll be having online. Step 1 – Set up a Recurring Zoom Call You’ll need to set up a recurring Zo ..read more

We are living in unprecedented times as dance teachers, parents, and human beings on this earth. Not only is there a mostly-unknown virus spreading in our countries and the resulting fear and isolation, but we, as professionals are having to completely reinvent the wheel for how we will deliver the education and training we’ve promised to our students. We won’t dwell on the emotional and social repercussions of this widespread phenomenon—though we may revisit the topic later, as it will have a lasting effect on the lives of our young students—instead, I’d like to reach out and supply tools an ..read more

Cue phrases can be both helpful and fun for teachers and students.  I remember one piece I choreographed on my advanced dancers. They were having difficulties with this circular formation and somehow I related it to a “pit of despair”.  I said “don’t fall in the pit of despair.” And eventually I was able to say “despair” and they knew exactly which part of the dance I was referring to. A parent came along and heard me talking about despair and became concerned.  After I explained she laughed and continued on with her day. Why Use Cue Phrases? I have so many examples of how cue ..read more

Keeping little ones engaged in ballet class can be tricky. We want to teach them all the things and we know they want to learn all the things, but gosh—their attention spans sometimes do not wish to cooperate! It is not uncommon for a tiny student to change the topic entirely in the middle of dancing. Even if you are dancing something TOTALLY fun. Skipping to the ice cream shop? That’s some fun stuff, right? So why in the middle of skipping to the ice cream shop does little Timmy suddenly proclaim, “I’m a kite!”…?? A useful tool I have discovered is to use their stories and ideas as often as ..read more

Ever taught a class or in a studio where the students haven’t been exposed to reverence? When you attempt to do that portion of class they react in a most awkward way. When they realize you expect them to applaud—oh my, the awkward level shoots through the roof. What is that about? I honestly have no idea. I suppose it is because it is foreign to them because it is especially bad with “experienced” dancers. The younger ones look awkward for a moment or so and then follow your lead. But those older ones? Man, they are a tough crowd. Obviously, each teacher should handle each scenario in the way ..read more

I am an advocate of instilling musicality in students, no matter the age or skill level. It is an integral part of ballet, therefore it deserves a place in training from the very start. But I don’t deny teaching young students to count music is a challenge. So challenging that I understand the choice not to do it. However, I still do it. As a reference and guide to those who may be struggling with their young ones, here is how I do it (in this order): 1. Allow them to feel the music. There is no right or wrong here. Put on music and allow them to dance to it. Give them access to props if they ..read more

What is going to happen? When I push up to relevé for this pirouette, will I actually stay standing? Will I flail about? Will I make the finish? Will I look ridiculous? The Unknown is full of fright. For some students, this fear is more magnified, and pretending it doesn’t exist isn’t helpful. Their hesitation and trepidation needs to be seen and validated. Otherwise, we are engaging in a battle that cannot be won. So then, the first step to creating fearless turners is to acknowledge the fear is real. Allow the fear to come out and make itself completely visible. After all, defeating an enemy ..read more

We all know there are plenty of unneeded questions. Of course, we want to encourage our students to ask any question they have, but really . . . sometimes the questions they ask are just plain dumb. My favorite one is “Are we doing this one or two at a time across the floor?” Really? You don’t think I am a competent enough teacher to give you that information without you needing to ask? Really? REALLY?! Of course, I know the students who ask that question have zero intention of questioning my ability as a teacher. They simply want the information and have not yet learned I will always, ALWAYS ..read more

Ballet dancers are artists and art reflects humanity. Therefore, ballet dancers must be highly in tune with their own humanity in order for their art to resonate. Most people drawn to pursuing the arts experience feelings in a profoundly deep way. The world around them seeps in and causes emotions to kind of firework about inside. This spurs on ideas and concepts and brilliant pieces of expression are born. Yet… The ballet class, by nature, is not an overly warm environment. Not because dancers are cold individuals, but because we go to ballet to work. Work hard. Time is limited, and much nee ..read more