WARNING: This article discusses matters of consent and sexual assault. As my loyal readers and supporters know, I am currently in a Master's program at New York University (NYU) getting my graduate degree in dance education. Naturally, this new program has come with new experiences. One that stands out to me is the range of generations represented in all of my classes. I am on the younger end of my cohort, as it is not uncommon to take time off between earning an undergraduate and a graduate degree. Many of my classmates have had professional performing careers, have choreographed around the world, and have become seasoned dance teachers. While age is just a number, it has been an eyeopener to hear their stories and learn from their practices. This experience has made me think about what my own generation stands for. I think about the issues I have faced, and the issues I face now. While consent has been an issue for many generations before mine, I've grown up in the #MeToo era and consent was a huge topic of conversation during my undergraduate years at Bridgewater State University (BSU). With social media providing a platform for survivors to speak out, it is more important now than ever that dance educators start discussing how these issues are presenting themselves in their classrooms, and how we can positively impact our students when it comes to teaching basic principles of consent. The first matter is physical corrections. Traditionally, especially in ballet classes, teachers will fix a student's alignment by moving their arms, legs, head, shoulders, torso, etc. by moving it with their own hands. It isn't rocket science to understand that there are certain parts of the body that are off limits to students of all ages. However, teachers have questioned why touching even a finger can be controversial. Is it really harmful to fix a student's arm to get them to lift their elbows properly? The answer is yes. Although there may be no sexual nature to a physical correction, consent refers to all physical interactions, not just sexual interactions. Consent is about allowing a person to make decisions about their own body, and staying in control of it at all times. If someone has been previously abused, they may feel uncomfortable with all kinds of touch or anything that makes them out of control of their own body. We can't generalize everyone, but this is a very real feeling for many survivors. Even when this isn't the case, you are sending the message that you are the one that controls their body. So what can you do to empower students to stay in control of their own bodies and make decisions for themselves? Ask for permission! Before fixing their arm, ask, "may I touch your arm" or "may I fix your arm placement". By doing so, you are allowing students to decide for themselves whether or not they are okay with being touched. You are also filling them in on what the touch will be, so that they can give informed consent. But what happens if they say no? Be okay with a "no"! By being okay with a student refusing physical corrections, you are not only letting them stay in control of their body, but you are reinforcing the idea that it's okay to say no. As a dance teacher, you should have enough training, experience, and creativity to find another way to make the correction. Oral corrections, visualizations and imagery, and demonstrations are perfectly effective ways to get your point across. If they say no once, should I just not bother? That may depend on the student. Some students, like myself, are highly uncomfortable with strangers touching me in any way. However, once I get to know a teacher, I begin to feel more comfortable and have no problem with physical corrections. When you continue to ask, continue to accept any answer you receive, you are building a trusting relationship with the student. And that should matter above all else. Some teachers choose to ask at the beginning of class whether or not students care for physical corrections. This is a step in the right direction, but you should take into account that we cannot generalize all physical contact. Some students may be okay with the arm correction, but not okay with the shoulders or torso. Asking at the beginning of class also does not allow room for students to change their minds. If they said they were okay with it at the beginning of class, but later don't want that contact, they may be reluctant to speak up. How do I get my students to practice the same protocol when interacting with each other? Make it the norm. Many teachers will establish "classroom agreements" or "community norms", collaborative rules to follow while dancing and learning. If you class will involve any partnering work or peer corrections, consider adding "asking before coming into contact with a friend" to the list. When you lead by example and set this standard, your students will follow. If a student is not comfortable with partner work, on any given day and for any reason, but okay with this, too. If the choreography calls for it, a further discussion may be needed to ease the student into it (depending on setting and student population), but for definitely have a back up plan for day to day activities so that a student does not feel excluded or like a burden if they would rather not complete physical partner work. By implementing asking for consent and honoring every students' answers, you are not only practicing consent and "avoiding a lawsuit", but you are modeling how consent should work outside of dance, including in sexual relations. I am certainly no expert in sexual violence, but I do know from growing up in this generation and from personal experience that one major issue is that people don't know what is consent and what isn't consent. When you implement these practices in your classroom, you may be providing a student with crucial exposure to informed consent. If you're still reading this and you're feeling annoyed that you have to do something extra in class, consider this: this is one of those moments when you realize that as a teacher, it is not just your responsibility to teach your content (teaching students how to dance), but to use your content to teach students how to live. Bad habits die hard, but by changing your ways, you will be having a positive impact on all of your students. At the end of the day, this isn't just about protecting yourself; it's about being a good teacher. Part of quality teaching is reflecting on your practices and how they are affecting your student. As a member of this generation of dance students and the next generation of teachers, I am calling you all to action. Implement basic principles of consent in your classroom to create a safe learning environment where everyone can learn how to dance and learn how to live. If you or someone you care about needs assistance coping, please call the confidential National Sexual Assault Hotline at (800) 656-4673 or visit their website. Photo from the Royal Ballet Academy
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AuthorWelcome to my blog! Popular PostsArchives
September 2020
Offline Updates7/16 Due to the COVID-19 Pandemic, the showcase I was selected to choreograph for at NYU was unfortunately cancelled. However, I was able to turn my work into a mini-documentary about the choreographic process and art prevailing during these trying times. You can watch my video my clicking the button below!
9/18 Follow my new Instagram just for my dance things!
12/23 I was one of NDEO's Guest Bloggers this year! Read "Teaching is a Vocation. Not a Fallback" on their Behind the Curtain Blog!
9/27 I will be presenting my research at the National Dance Education Organization National Conference next week! See my research project by clicking the button below!
4/15 While working on PMA's production of The Addams Family, I got to combine my two favorite styles of dance (ballet and musical theatre) for "The Moon and Me"! Watch my talented students dance by clicking the button below!
2/20 I am choreographing PMA Theatre Guild's Production of The Addams Family! Come see these amazing high school students perform at Presentation of Mary Academy in Methuen, MA April 13 & 14! Tickets available at the door.
2/20 I am stage managing BSU's Dance Kaleidoscope this year! Show dates are March 29-31 at Bridgewater State University in Bridgewater, MA. Come see this student choreography showcase!
11/5 I will once again be dancing in a BSUDC concert! Tickets to WinterDance are now available!
8/24 NDEO's National Honor Society for Dance Arts has published one of my articles in their newsletter! Read an updated version of "Audition Advice" here:
5/16 Interested in learning about movement concepts? Visit Becca's new Educational Dance website!
5/8 BSU Dance Company's Dance Kaleidoscope 2017 is now on Youtube! You can watch my performances by visiting the VIDEOS page!
4/23 I recently performed for the residents of Allerton House in Hingham, MA! You can watch part of my performance here!
Amesbury Children's Theatre presents...James and the Giant Peach Jr, featuring choreography by me! Click for tickets!
2/8 My piece "Barefoot" is now available to watch online! Click to watch!
2/5 Happy to say I have been cast in BSU Dance Company's Spring concert Dance Kaleidoscope! I will be dancing in 3 faculty choreographed pieces, including excerpts from The Sleeping Beauty in which I will be dancing the role of Lilac Fairy! Show dates are March 31-April 1 at Bridgewater State University.
Click the button for more info! 1/15 Ballet with Becca is now on Facebook! Click to visit the page, and be sure to like it while you're there!
1/14 I am happy to say I will be attending artEmotion's summer intensive in June! I will be dancing in the one week artEmotion Adult Program. If anyone would like to join or audition for any other artEmotion program, visit their website!
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