College Prep: Readying freshman dance majors to learn and succeed – and have fun

Dance Studio Life Magazine, Volume 20, Issue 2, February 2015, p.84-87.

We are all familiar with the dreaded “freshman 15”—those pounds many students pack on during their first year of college. As a teacher of freshman dance major technique courses at the University at Buffalo (UB), I believe college students do have much to gain during their first year—but I’m talking about knowledge and experience, not weight. But in order to make the most of what can be an explosive year of serious growth as athletes, artists, and students, incoming dance majors need to know what to expect and be prepared to adapt to a new learning environment. Teachers of high school seniors and college freshmen all have opportunities to help incoming college dance majors prepare for success in a new environment.

While in high school, these college newbies might have grown so accustomed to their primary teacher’s methods, styles, and preferences that they could finish her sentences and learn new combinations with minimal effort. Taking a college technique class is equivalent to learning a new language.

 Learning how to learn

The most important thing incoming freshmen need to learn in the dance studio, whether before college or during freshman year, is how they learn, which enables them to adapt to different teachers and pick up movement quickly. Students who learn steps quickly can more readily move on to the next level of learning.

If paced well, technique classes can provide time for students to recognize and apply their individual learning styles when faced with new movement vocabulary. Rather than allowing students to get frustrated with this process, I plan days for quick learning and days for deep investigation of basic sequences. During quick-pace days I cue students to be aware of what they are latching onto (counts, words, images, kinesthetic feel) and where they need to be placed in the studio for most effective learning (in the front, studying the teacher’s every move, or in the back where they have space to explore and take ownership). We discuss how long it takes them to learn and perform a sequence correctly, which provides a baseline throughout the semester; later we evaluate whether they can learn steps more quickly or if this skill still needs attention. If we plan to return to a combination in the next class, some students may need to write down the sequence in order to practice it on their own. I often show my notes to students who are struggling with the quick pace of class; doing so makes them aware of the need to “crack the code” of their learning process.

In their first year, students will not master these concepts about learning how they learn; refinement of their learning skills will be ongoing. But unlocking the mystery of how one learns promotes self-confidence, and having students take responsibility for their classroom skills sets the pattern right from the start.

 Rethinking labels

I have new students write me introductory letters, which give me insight into who they are and the challenges they face. I have discovered that students often come into the college environment bearing negative and restrictive labels that were given to them years ago; some common ones are “bunhead,” “jazzerina,” and “tapper.”

Labels like these restrict dancers from fully committing to new styles, but if they drop the labels they can see what else is available to them. In class discussions and one-on-one meetings, I encourage students to reject restrictive labels in favor of a wider range of opportunities and a broader understanding of what it means to be a dancer. They may find pleasure or discover new skills, for example, when they approach postmodern flow, petit allegro beats, and hip-hop swag with a can-do mindset.

 Adopting a more open-ended mode of self-identification can inspire and encourage new ways of thinking and acting. I tell freshmen to think of dancers in higher education as one part academic, one part artist, and one part athlete. These open-ended descriptions are meant to convey that students should take their academic courses seriously, open themselves to the artistic scene on campus, and consider themselves athletes in terms of training, nourishing, and resting their bodies.

 Keeping an open mind

Reminding incoming freshmen to stay open-minded is key. At UB students can explore a variety of styles via dance classes, master classes and residencies, and a performance series by visiting companies. Our Friday Forum series provides supplemental classes ranging from yoga to aerial dance to lyrical to classical Indian dance. I tell my students, “Stay open to all experiences—you never know when you’ll gain information or inspiration.”

Reinvention is at the heart of the freshman experience. For students who lived in the shadow of a more dominant personality, a new environment can be freeing in ways that allow them to explore qualities they want to develop or showcase. I encourage freshmen to open themselves to the possibility that they are more than the “athletic one” or the “natural performer” or whatever label they’ve been given.

 Being socially engaged

Freshman year is also about building a community. Students need to be friendly, kind, and part of the team because their peers will be their support network for the next four years. Remind them to talk and smile, learn and share, ask questions, and visit professors during office hours. Reaching out to others and speaking up for themselves are necessary skills they will rely on in the “real world.”

Talking about dance or technique is an important component of dance training in higher education. Such conversations shape students’ awareness of aesthetics and their own interests. Encourage students to contribute in class. Keeping their opinions to themselves, or rethinking them, or deciding they don’t matter will not serve them well.

There are other ways students can engage in the dance community. One is to volunteer. Students can establish themselves as class leaders by finding ways to participate in the department. At UB our annual basket raffle, which raises money for student activities, is a great way for freshmen to work together and with upperclassmen to help the entire department. Students gather donations and organize and run the raffle. Pitching in for the good of the department allows new students to work with friends while supporting the UB dance community, and helping with events offers additional opportunities for engagement and recognition.

Another way to engage is to audition. There are always opportunities to perform, but not all are on the mainstage. Smaller projects are effective ways for freshmen to show their skills as performers and work ethic as dancers to the departmental community.

 Enjoying the ride

New experiences like college can be exciting and new, but stressful and challenging at the same time. We must remember to inspire and encourage but not overwhelm.

For freshmen, the rate of overall change in their lives is high and fast. But finding meaning in and adapting to change takes time. Remind incoming freshmen that this is a magical time in their lives and training. Encourage them to enjoy the process of reinvention, introduction, and exploration—and to have fun along the way.