Dance Magazine Article and Q&A

Article: College Dance=New Direction (PDF)

Q&A

1- In your opinion, what are the greatest difficulties that freshmen dancers face coming in to college?

Being away from home in a university setting for the first time can be a challenging adjustment. New people, instructors, roommates, and unfamiliar surroundings plus personal high expectations can be a little daunting to manage. In addition, a full schedule of academic courses and rigorous technique classes can also be quite demanding for incoming dance students. The dance program at the Sharon Disney Lund School of Dance at California Institute of the Arts requires dance métier students to study four contemporary techniques/ styles (Limon, Contact Improvisation/Release technique, Counter technique and a Horton based technique) plus ballet each semester. For most students coming from smaller less varied programs, that in it’s self is a tall order. I find the rigor of studying multiple techniques is probably our dance student’s greatest challenge and one of our programs unique strengths.

2- How would you differentiate the worlds of competition dance and liberal arts dance education?

I don’t have much knowledge or experience with Competition Dance. I see the validity of all forms of dance and dance expressions. In college dance programs, dance majors are studying the art of dance to attain a degree. At CalArts that degree encompasses knowledge, training and proficiency in: contemporary and ballet techniques, composition, improvisation, contact improvisation and dance theory. Students also learn about the somatic application of Pilates method as well as anatomy and kinesiology. Lighting design, sound composition, stagecraft, theater production and dance for camera courses complete the breath and foundation of study here at CalArts.

This curricula along with elective courses such as Pointe, Men’s ballet, Partnering and World Dance forms in African, Javanese and Balinese dance comprise our degree program. Helping students become adept movers, and critical thinkers conversant with digital media who are also compassionate makers of art is our mission and the thrust of the education they receive at the Institute.

Competition Dance has a different artistic and physical aesthetic value focused more on entertainment. The presentation, uniformity and adjudication of virtuosic synchronized dance steps are more paramount objectives of Competition Dance. In a liberal arts education we are trying to get students to be receptive and porous to multiple modalities of movement. The study of dance as an art form in a college liberal arts setting is primarily focused on technical training in various styles, performance, design, production, and investigation of process. In a college dance program there is intense academic study and intellectual application that goes along with the training.

3- What is your experience like teaching contemporary technique to freshmen?

Our freshmen class (BFA 1′s) is usually a very colorful group of students eager to dive wholeheartedly into their careers as dance artists. I find it very rewarding teaching them because most students have not had a tremendous amount of contemporary training but are very accessible to learning new styles. Freshman dancers yearn for new physical information and are enthusiastic about training. Our approach at CalArts is to build on the talents and skills they come to the program with, and further strengthen areas that need more improvement. Being able to contribute to their training and artistic development plus help them grow as dancers and eventually thrive, as artists is very gratifying.

4- As Assistant Dean, how do you see dancers transitioning into the academic component of dance?

The transition for students in to the academic components of a dance program depends a lot on their educational background prior to entering college. Some students are stronger academically then others. At CalArts academics are taught through our Critical Studies Department. In Critical Studies courses and instruction follow new and traditional perspectives that extend from narrative fiction, performance and multi-media to cultural criticism and political theory. Course in the Humanities, Social Sciences, Natural Sciences and Cultural Studies are explored. All Critical Studies courses have an artistic link to the various métiers studies here at the Institute. Because there is an artistic correlation to the study of all academics, students are more engaged and tend to respond positively in this highly multi-disciplinary creative environment. Sound time management skills, a strong work ethic, adaptability and good writing, further help their transition.

5- What are the overarching principles of college level dance education?

The overarching principles of any college dance education are to provide students with a comprehensive education in dance. Here at CalArts, we are very student centric committed to helping students realize their aspirations as dance artists. We want our students to expand themselves, their ideas and concepts about dance, dancing and dance making. We want to give them a varied and rich education coupled with skills sets and tools to be successful working artists. Our emphasis is on intellectual understanding, technical excellence, choreographic skills, artistic production, creativity and leadership skills. Through the investigation of process in all its forms, we help equip students for a career in the arts. They acquire proficiencies as performers, choreographers, designers, instructors, dance critics, and dance educators. At the Sharon Disney Lund School of Dance at California Institute of the Arts we are steadfast in our mission in training young dance artists for an exciting and productive future in dance, who will be innovators and pathfinders for their generation.