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REWARD VS ENTITLEMENT IN THE DANCE STUDIO

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Whether you have the most advanced students or those that are beginner, there is something to be said for instilling the concept that hard work and dedication reaps rewards. In a time when many children have become accustomed to instant gratification, it’s a difficult and tricky concept to navigate; but an important one. This is why establishing this mindset from the beginning and setting the precedent is crucial from the jump.

So how do we do it? How do we instill this idea when every inch of us wants to give each and every one of our students the world? Well, first it sometimes takes some tough love. Second, it’s reminding ourselves as well as students and parents that just because you love their kid and appreciate their business doesn’t mean they are going to get everything served to them on a silver platter.  It’s just not a recipe for success; in any capacity. It’s enabling and setting up a behavior that has disaster written all over it. Think of it in parenting terms. We teach our children the same values and often say, “No,” so that they understand everything is not automatically theirs for the taking without hard work, dedication, commitment and the wherewithal to persevere. If we give our students everything they want when they want it, it becomes an expectation, an entitlement. We are not in the business of creating entitled kids. We are here to train dancers with good work ethic and solid foundation to be successful humans in life. This is where it begins. These are the tools they will take with them throughout their lives.

Reminding ourselves that it’s OK to select dancers who deserve solos vs. everyone doing one just because they want to, is important. Having a parent continually call the shots on rehearsal times or class selection is not appropriate. Laziness in dance class does not equate to receiving a scholarship because you’ve been at the studio for a long time and excessive absences does not mean you get to come in and critique other dancers or expect to be featured in a piece. What’s important is that dancers take this notion seriously and begin to understand every action, every behavior and every day in class has an equal response to that behavior. Everyone has an off day here and there, but generally speaking, hard work is either consistent or it’s not. If it is, it’s consistently rewarded, otherwise not.

While you may not be their favorite person at the time, bringing this to a student’s attention is also important. They are still learning and growing and if their outside influences subscribe to a different set of values, you need to make yours clear and give them a chance to get on board. While it may come across foreign to them or even taken as insult, remind them that it all comes from love and for wanting the very best for them. It may not happen until many years later, but somewhere down the line the penny will drop and they will appreciate what you were trying to teach them. Hopefully they learn to pass it onto their own students and children one day as well. Food for thought!

Good Luck!

See you in the dance studio,

Jess

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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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