Why dance educators should focus on making connections with their dance students
In this blog series, we are exploring ways to help dance educators foster better connections with their students, so that they can teach more effectively and meaningfully. This blog series features insight from NDEO members who respond to a call for submissions, as well as ideas gleaned from resources used in our OPDI courses for dance educators.
In a previous post in this series, we reflected on some of the reasons why it is beneficial for dance educators to make connections with students, and how focusing on connections and relationships can help dance students be more successful. Making these connections can impact everything from how we interact with dance students, to how we plan our lessons and structure our classes, to the content that we teach. It may look different for every teacher, depending on their own experience and skill set, the students they are teaching, and the setting in which they teach. You can read more in the overview post here.
Why connections matter with high school age dance students
In this post, we will focus on how dance educators can better connect with high school age dance students. We are defining high school age dance students as those approximately age 14-18, in grades 9-12. High school students are navigating the transition to adulthood. As the non-profit describes, 鈥淎s students transition into and through high school, they are able to make more connections between their actions and the impact of those actions. As this sense of cause and effect deepens, high school learners start to develop a sense of agency in that they can control what happens to them.鈥� Because of this, high school students want to know why what they are learning and doing in school is important, and how it will impact their lives and the world around them. Learning objectives, activities, and projects with practical applications, or rooted in real-world experiences, will be highly effective for high school age dance students. According to Amanda Morin in the blog high school students balance their desire for independence with their desire to be accepted by their peers. In the document posted by Snohomish School District, high school students may display a 鈥減reoccupation with acceptance鈥� by their peer group, and be afraid of ridicule and being unpopular; at the same time, they may have a 鈥渟trong identification with an admired adult.鈥� Dance teachers have the unique opportunity to step into that 鈥渁dmired adult鈥� role, and should be aware of the influence they can have in their high school dance students鈥� lives.
High school age students are beginning to set their own goals for the future, as Morin explains. Yes, they will take into account other people鈥檚 opinions - particularly their peers and trusted adults, but ultimately they will make their own decisions. It is important for dance teachers to help high school age dance students discern why they are dancing and what they hope to achieve in their dance training. This can help high school age dance students stay motivated and engaged in their training in the face of the many distractions that can emerge through their high school experience.
By the end of high school, students are generally able to express their emotions, and try to find solutions to conflict - although the journey to this level of emotional intelligence may take some time. According to the document by Snohomish School District, high school students may be prone to emotional extremes and instability, and may display a "know it all鈥� attitude. Group projects and collaboration can help high school age dance students refine their communication skills and continue to develop their emotional intelligence, although high school dance teachers should be prepared to offer support and intervention when needed to resolve conflicts.
Perhaps most importantly, high school age dance students need to be accepted, encouraged, and nurtured for who they are. As described on the EL Education website, high school students are exploring 鈥渕ultiple identities鈥� as they determine who they really are and who they want to be. This process of developing their sense of self can be scary at times, and they need assurance and security. High school dance teachers can have the biggest impact on their students by making meaningful connections with them, helping their students feel seen, known, and valued for who they are in the process.
Strategies for making connections with high school dance students
In this section, we share six strategies for making connections with high school dance students. These strategies are derived from contributions from NDEO members based on their own experience teaching dance to high school students. The contributors to this blog post have worked in a range of dance education settings, including dance studios, K-12 schools, and community outreach programs. We hope that dance educators working in all dance environments, and teaching any dance style, will find this information useful.
Create a culture of accountability and mutual respect in high school age dance classes
To help high school age dance students feel seen, known, and valued, it is important to create a culture of accountability and mutual respect in dance classes. One way to do this is to set expectations and create class procedures that are practical and relevant for today鈥檚 high school age dance students. Expectations and procedures may be very different depending on the learning environment as well as the needs and goals of the students. Regardless, Gabrielle Cook, Director of Dance at Hopewell Valley Central High School in New Jersey, advises high school dance teachers to, 鈥淎sk yourself if the rules and procedures work for you and your students, or if you're just upholding some of these things because they are traditional expectations, even if they don't work for you, them, or this space anymore.鈥�
Once high school dance teachers have established the expectations and procedures for their classes, the next step is communicating them clearly and effectively. Tovah Bodner Muro, Dance Educator and Department Chair at Jacqueline M Walsh High School for the Arts in Rhode Island, takes an upfront approach to communicating class expectations. 鈥淒ay one, I tell the students expectations and how they will be graded. Then I stick to what I said. I expect all dancers to be present and try their hardest, giving grace to those who are here but not feeling their best. We respect each other at all times so being quiet, focused, on time, and without judgment of ourselves and others are non-negotiables.鈥�
Gabrielle Cook recommends a multi-layered approach to communicating expectations and procedures with high school age dance students and their families, as well. 鈥淚 have a first day of school slides presentation that outlines the rules and procedures. It also gets shared with parents at our Back to School Night. Everyone signs a contract stating that they understand expectations, and I put a copy in our online classroom. Beyond that, verbal reminders at the start and end of class for the first few classes to drive things home are usually all I need.鈥�
No matter how effectively class rules and policies are explained, however, there will be times when students fail to abide by them. In this case, it is important to have set consequences that are uniformly enforced. 鈥淗andle issues quickly rather than letting them go. I try to keep it simple and sensible,鈥� says Cook. There are many ways to fairly enforce consequences as a high school dance educator. The most effective approaches generally involve a restorative approach, such as having students clear up a mess that they contributed to making or engaging in peer mediation in the case of fighting or drama among classmates. Andi Leggett, Dance Teacher at Denver Public Schools in Colorado, offers the following strategy for handling rule violation in dance classes: 鈥淭he first time a student fails to meet an expectation, such as not chewing gum in the dance studio, I take a restorative approach. The second time I see it I call parents as soon as possible, during class time if I can, and let them know that the student isn't meeting expectations and will have consequences, again per our school policy.鈥�
Creating a culture of respect goes well beyond rules and expectations, or policies and procedures, however. For Tovah Bodner Muro, inclusivity and acceptance are the keys to accountability and respect in the studio. 鈥淚 work to create an open and accepting space, which means all dancers are welcome, regardless of past experience, level, dance style, cultural background, gender, or sexuality.鈥� Nicole Heikkila-Popkin, a Dance Instructor in Michigan, summarizes it this way: 鈥淲hile I encourage respect for myself as an educator, I ensure that they teach me things and we can create and encourage each other.鈥�
Be sensitive to high school age dance students鈥� unique needs and concerns
There are many unique needs and concerns that may affect high school age dance students. As high schoolers are working to figure out who they are and what they want from their lives, many also experience pressure to achieve success academically, artistically, and socially. Others are dealing with trauma and overcoming tremendous obstacles in their personal lives, and are trying to figure out how these will affect their futures moving forward. It is vital for dance teachers to get to know their high school age dance students so that they can understand their unique needs and concerns.
A fairly universal concern for high school age dance students is fear of not being good enough, and comparing themselves to others. This kind of comparison and self-doubt can impact high school age dancers鈥� sense of self. Dance educators should be aware of the potential for their high school age dance students to be experiencing these feelings, so that they can help students address them and work through them. For example, Tovah Bodner Muro reminds her students that, 鈥淓ach dancer is only working towards dancing better than themselves and should never compare or compete themselves to or compete with another dancer in the department.鈥�
Body image is another common issue among high school age dance students. They may not recognize how their body looks or feels after going through puberty, and they may also be comparing themselves to what they consider to be the 鈥渋deal鈥� body type for the dance industry. Dance teachers can address this by choosing body-positive language, inclusive dress code, and providing support for any student鈥檚 individualized needs that arise related to body image. For example, Andi Leggett noticed that her students had some anxiety related to the process of changing into their dance 鈥渦niform鈥� in the between classes locker room. She allowed extra time to prepare students for that process and answer questions that arose about it.
In addition to body image, some dancers may need support related to their gender identity and expression. An inclusive dress code can be beneficial for these students, and may in fact have a positive impact on the whole class. This does not mean that dance teachers need to abandon the idea of dress code, especially in areas that affect student safety. Many dance educators give their high school age dance students one set of gender neutral dress code expectations, 2 or 3 dress code options to select from that are not assigned by gender, or inclusive guidelines regarding what to wear to class. 鈥淥ver time, my policy has shifted from a gender-neutral dress code to a more open 鈥榙ress to move鈥� guideline, with a firm boundary that 鈥榶our fashion is not an excuse鈥� when it comes to participating fully in class,鈥� says Gabrielle Cook. Beyond the dress code, Nicole Heikkila-Popkin notes that it is important to be inclusive in our language and responsive to students鈥� preferences related to gender. 鈥淚 am sure to use gender neutral terms for all students, ask them their preferred name or nickname, and encourage them to be open with me if any of these preferences change.鈥�
Prioritize your high school age dance students鈥� health and wellness
As dance educators, our students鈥� health and wellness should be a top priority. This becomes especially important at the high school level, as dancers are preparing for adulthood. The way that dancers learn to think about and treat their bodies, minds, and spirits in their high school dance training can impact them throughout their lives. Helping high school age dance students develop a positive self-image and healthy habits in these formative years will help improve their wellness and quality of life as they transition into adulthood. Tovah Bodner Muro advises dance teachers to, 鈥淧ut physical safety and mental well-being above all other things. A healthy dancer - in all ways - is a productive and happy dancer.鈥� Some ways that dance teachers can prioritize high school age dance students health and wellness include:
- Teaching students about kinesiology, injury prevention, and the dangers of overtraining to reduce the physical risks associated with dance
- Bringing in experts to talk about nutrition, body image, conditioning, and cross training
- Avoiding negative or critical talk about bodies - your own and your students鈥� - and practicing body positivity
- Using consent-based teaching practices and being mindful of how touch is used in the studio
- Including social and emotional skills in your curriculum, include resilience, persistence, empathy, and responsibility
- Fostering growth mindset in students by a process-based approach to teaching that celebrates their potential to learn and grow
- Introducing students to self-care practices such as mindfulness, creative rest, and journaling that they can take with them beyond their dance training to improve their wellness beyond the studio
Give your high school age dance students agency in the dance studio
High school age dance students, in general, thrive when they have a sense of their own agency in the dance studio. Agency is defined by Merriam-Webster dictionary as 鈥渢he capacity, condition, or state of acting or of exerting power.鈥� In the context of psychology, agency can refer to one鈥檚 sense of control, ability to think through difficult situations and implement plans to navigate them, capacity for self-management and emotional regulation, and confidence in their own abilities. Tovah Bodner Muro explains how helping her students feel a sense of ownership over the studio space can help in the development of this agency: 鈥淎t the high school level, I make sure that students know that this is their space and their studio and the door is open to them at any time. I am here to help with dance and non dance issues. I want all the students to feel empowered to express themselves.鈥�
There are many ways that dance educators can help high school age dance students develop agency. These include:
- Creating a learning environment that allows students to take risks, try new things, and fail without risk of judgment if they are not successful
- Allowing students to contribute to the learning experience, such as building a class playlist together, designing their own warm-up, choosing from a list of projects to work on, creating collaborative choreography, or engaging in self assessment
- Encouraging critical thinking, through peer or group discussion, written reflection, movement problems, self or peer assessment
- Using partner or group work to encourage the development of communication and other social skills
- Empowering students to set their own learning goals, give feedback on the learning process, and reflect on what they鈥檝e learned and how they are growing
Making simple changes to your dance class structure can help dance students develop agency. For example, Gabrielle Cook uses a 鈥渟hareout鈥� method to empower students to express themselves and communicate their needs, goals, and experiences. 鈥淪hareouts help build rapport and a sense of community,鈥� she says. 鈥淲e circle up and take turns sharing a recent highlight, lowlight, and something we're looking forward to. I always share as well, after everyone else has gone. It's a nice opportunity to learn about each other, build understanding and empathy, and encourage a healthy mindset.鈥�
Help your high school age dance students set goals and develop plans to achieve them
High school age dance students come to dance class for many different reasons. They may be motivated by the social experience (i.e., their dance friends), the physical exercise, the emotional expression, or the opportunity to perform and share with others. Some dancers may want to pursue a career in dance, some might be discovering dance for the first time in high school, and some may be doing it just because it鈥檚 what they鈥檝e always done. As all dance educators must also be advocates for dance, it is important to help high school age dance students understand the value of dance in their lives now, and how it can benefit them in the future as well!
One way to do this is by helping high school age dance students set goals related to their dance training and career, and develop plans to achieve them. Students must have the opportunity to set their own ambitious but achievable goals, and work toward their accomplishment in tangible way. This will help keep them motivated and engaged in their dance training, even when it might become difficult at times. It can also inspire them to see how dance benefits them beyond what they are learning in the studio. For dancers who want to pursue a career in the field after high school graduation, goal setting can be an especially valuable process.
To facilitate goal setting with high school age dance students, it is important to first get to know them and understand who they are as dancers and as individuals. Gabrielle Cook takes time at the beginning of the year for this process. As she describes, 鈥淚 like to pre-assess my first year students to get a sense of their dance background and ability. I also have them complete a survey that allows them to inform me about their background, including learning style preferences, feelings about being in the class, and their concerns/interests as they enter the program.鈥�
A pre-assessment can be a great way to begin a discussion about the dancers鈥� goals for their learning during the year, and their future plans in and out of the studio. A formal goal setting process can be a continuation to that discussion. High school dance teachers can use goal setting worksheets, one on one conferences, or journaling prompts as part of the formal goal setting process. It is vital that students also have a plan to achieve those goals, including an outline of the steps needed to fulfill their goals, the actions needed to meet each step, a schedule for when they will work the individual steps, and a timeline for when the goal will be met. As high school age dance students implement this plan and see their goals being achieved, they will become empowered and inspired toward success, in and out of the dance studio.
Commit to Lifelong Learning as a Dance Educator
The best way to connect with your middle school dance students is to continue to be a student yourself. Dance and dance education is a continually evolving field, as new discoveries are made about child development, kinesiology and injury prevention, pedagogy, and related fields. Learning new strategies and ideas, and applying those in your dance classes, is a great way to ensure that you are connecting with your students in real and meaningful ways. NDEO鈥檚 Online Professional Development Institute offers convenient continuing education classes that will help you make stronger connections with your students. Courses are taught by learning experts in the field, featuring materials from top dance scholars and practitioners. They also allow you to connect with engaged and passionate dance educators from around the world, with whom you can share real in-studio experiences and practical resources that will make a difference in your teaching practice. Learn more about our courses by clicking here.
Read Previous Posts in this Blog Series:
Strategies for Connecting with Your Dance Students Part 1: Overview
Strategies for Connecting with Your Dance Students Part 2: Preschool Students (approximately age 3-5)
Strategies for Connecting with Your Dance Students Part 3: Elementary Age Students (approximately age 5-10, grades K-5)
Strategies for Connecting with Your Dance Students Part 4: Middle School Age Students (approximately age 11-13, grades 6-8)
Photo Credits (in order from top to bottom): Mansa K. Mussa, Thomas Giroir, Matthew Tominaga, Moreau Catholic High, Dennis Shew Photography, Kathy Follensbee, Ross Barrett Photography