The Joy Of..Teaching: Part One

“Learning how to best teach others helped me understand how to further “teach myself” and refine my technique.”

When I started out as a B.F.A. undergrad at The Hartt School at the University of Hartford, I idolized my future life as a professional dancer. I knew that following the path of a B.F.A. was the best choice for me, to ensure further training, while also completing general studies and a college degree. However, I also assumed that after college, my life would prominently feature performance. What I didn’t realize was the passion I would find for teaching along the way.

Upon entering Hartt’s conservatory-style dance program, I was required to take a pedagogy course for my first year of studies. Working on technique in this in depth manner, not only gave me limitless teaching tools for future students but also for myself. Clarifying terminology, body positions, and arabesques from different schools of thought (for the crowd unfamiliar with ballet-there are some differences that exist in different schools of teaching; the three primary ballet syllabi being..the Vaganova method or Russian training, the Cecchetti method or Italian training, and the RAD method or British training), simultaneously helped me fill in any gaps in my training along the way. Learning how to best teach others helped me understand how to further “teach myself” and refine my technique. My college requisite quickly began to evolve into a future possibility and interest.

“…throughout my entire dance career, my teaching has kept me afloat. It is how I support myself. [without it] I simply wouldn’t have made it out alive.”

Setting foot on the pathway towards a dance career requires a “plan B”. Even the utmost profound confidence in one’s future as a professional dancer should be accompanied by a backup plan in case of personal injury. With knowledge of this fact as well as future financial realities, I realized a professional education in ballet pedagogy would be a valuable asset. So, after completing a full-year as a B.F.A. in Performance, I changed my game plan. A year older, a bit wiser, and cognizant of the possibilities at my fingertips (practically like receiving a double major in dance, all for the reasonable price of one degree!…cough, cough-college loans forever), I adjusted my plan and became a Ballet Pedagogy major instead.

Despite the internships, the observation hours, the consistent and ever-present Richard Glasstone articles, I wouldn’t change my decision for anything. (I think I may have read and discussed every single Glasstone article for my teacher Hilda Morales…“Some Thoughts On”…port de bras, epaulement, allegro…you name it, he thought about it…much to the disdain of myself and my small class of fellow pedagogy majors) I wish I had decided upon my path from day one, but at least I figured it out eventually.

As I write this post this week, I realize what a different time this is for me. I didn’t think I would ever encounter a time when I was only teaching (silly Liz)…or at least I have not yet ever felt ready for such a thing. But over the past year, and really throughout my entire dance career, my teaching has kept me afloat. It is how I support myself. If I had ever desperately tried to exist solely on my meager dancer wages these past five years, I simply wouldn’t have made it out alive. Teaching is my “B”. It is a way for me to be directly involved and to preach what I know. Although it is not me, personally, dancing, it’s pretty darn close.

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