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IMPROVING LACKLUSTER DANCER ATTITUDES IN 2018

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Let’s be honest. There is a frustrating trend in recent years surfacing amongst many students inside the dance studio. Not everywhere and not within every student, but there will always be ‘that’ season that produces a group of dances where the motivation, drive and dedication is shall we say, less than inspiring. In a world where, with persistence, there is endless opportunity and options for up & comers if they just work hard enough, it seems that the only thing standing in their way sometimes is one’s own self-motivation, wherewithal & prudence.

Speaking in generalities, I wonder when the notion of accepting the idea that being mediocre is “good enough.” It seems to have been on the rise over the last number of years and it is disheartening. When did “fine” and “passable” become the new GREAT and “just getting by?” Where did we lose the drive to surpass expectations? Where are the days when the passion one had for what they were doing drove them, inspired them and pushed them to no ends of their capabilities? Where is the “want” and effort to succeed, trying your very best to feel good at the end of the day? If you ask the majority of students in the course of a day if they truly put 100% of themselves in every day of the week, what do you think your students’ answers would be, honestly? Truthfully, I’m not sure myself because I do think there are students who truly believe they are giving all they can and seem to miss the mark on a work ethic which has dwindled to a certain extent. What’s more disconcerting are the dancers with abundant natural talent who seem to ride on their innate ability without maximizing on it.

Why does it seem there are always a hundred different excuses why something couldn’t get done, or why they couldn’t be there or why this is or that occurred? What happened to taking responsibility for commitments made and learning time management?  What happened to taking initiative in scheduling extra rehearsals on their own and rallying the troops to get everyone on board to build camaraderie? Where is the team spirit and how do we as teachers set an example for inspiring our dancers to want these things on their own?

Well, the first thing is to figure out what our role is as teachers, studio owners and parents within all this. Firstly, is everyone on the same page? Are our goals for our dancers understood and cohesive? Are we motivating our students as a unit to actually want to succeed? Are we consistently challenging their minds and bodies, teaching consequences for actions and not accepting excuses of limited self-acceptance? Are we encouraging our dancers to approach us at the beginning of class to tell us what they can do that day, not what they can’t? Are we showing them all that is possible and being an inspiration ourselves? How do we stay positive role models and ones they look up to? How do we keep that determination and drive going? How do we show them that he world is theirs for the taking if they have the discipline to acquire it? Ultimately, how do we get them to care about their own lives inside the dance studio and out? These are the hard questions we need to address.

 The start of a new year is a perfect time to assess this very important situation for a number of reasons. First off, it is important for us to know why students attend the studio. Why do they dance? What do they love about it? Do they actually enjoy being there? Is there some underlying cause to a lackluster attitude in the studio? Get to the bottom of it early on and don’t be afraid to have a frank and honest conversation with your dancers. Do remind them that being able to dance is a privilege, no matter on what scale and positivity and joy should transcend throughout the studio.

Remind them that your intention is always done out of love and their best interest to help them get to where they hope to go. You want them to reach beyond the stars and want to help them get there. Help them realize anything is possible with consistency, dedication, hard work and a solid support system behind them which will be there every step of the way!

Good luck!

See you in the dance studio!

Jess

 

Author

Jessica Rizzo Stafford

Jessica Rizzo Stafford

Jessica Rizzo Stafford is a native New Yorker and graduate of NYU Steinhardt's Dance Education Master’s Program; with a PK-12 New York State Teaching Certification. Her double-concentration Master’s Degree includes PK-12 pedagogy and dance education within the higher-education discipline. She also holds a BFA in dance performance from the UMASS Amherst 5 College Dance Program where she was a Chancellor's Talent Award recipient. Jess now works extensively with children, adolescents and professionals as choreographer and teacher and conducts national and international master-classes specializing in the genres of modern, contemporary, musical theatre and choreography-composition. Jess’ national and international performance career includes works such as: The National Tour of Guys & Dolls, The European Tour of Grease, West Side Story, Cabaret, Sweet Charity, Salute to Dudley Moore at Carnegie Hall, guest-dancer with the World Famous Pontani Sisters and IMPULSE Modern Dance Company. Jess has been a faculty member for the Perichild Program & Peridance Youth Ensemble & taught contemporary and jazz at the historic New Dance Group and 92nd Street Y in NYC. She was Company Director at the historic Steffi Nossen School of Dance/Dance in Education Fund and in 2008 traveled to Uganda where she taught creative-movement to misplaced children. The experience culminated with Jess being selected as a featured instructor at the Queen's Kampala Ballet & Modern Dance School. She has conducted workshops for the cast of LA REVE at the Wynn, Las Vegas and recently taught at the 2011 IDS International Dance Teacher Conference at The Royal Ballet in London, UK. She is also on faculty for the annual Dance Teacher Web Conferences in Las Vegas, NV. Currently, Jess is a faculty member at the D'Valda & Sirico Dance & Music Centre and master teacher & adjudicator for various national and international dance competitions. Recently, she has finished her NYU Master’s thesis research on the choreographic process of technically advanced adolescent dancers and is the creator of “PROJECT C;” a choreography-composition curriculum for the private studio sector. Jess is also faculty member, contributing writer and presenter in the choreography and “how to” teaching segments on the celebrated danceteacherweb.com. For more info, visit her website at www.jrizzo.net.

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