Every dance studio, in a way, is a Secret Dance Studio. It holds within its walls unspoken rules, traditions, and expectations that can feel like an enigma to newcomers. For dancers stepping into a new class, especially those from different training backgrounds, navigating these unwritten codes of conduct can be as challenging as mastering a complex pirouette. As instructors, we often assume these rules are common knowledge, ingrained in every dancer’s DNA. However, as I learned early in my teaching career, this assumption can lead to misunderstandings and a less-than-ideal learning environment.
Growing up in the rigorous world of ballet, I internalized a specific set of studio etiquette as gospel. I expected my students to adhere to these same standards instinctively, and when they didn’t, I initially took it personally. It felt disrespectful, a direct challenge to my authority. It took time and reflection to realize that the issue wasn’t my students’ behavior, but my own failure to clearly articulate my expectations. Each dance space cultivates its own culture, its own unique set of norms. What one teacher deems unacceptable, another might consider perfectly normal. My initial focus was solely on imparting technique, neglecting the crucial step of establishing classroom standards.
This realization was a pivotal lesson. Setting clear expectations and boundaries is not just about maintaining order; it’s about fostering a healthy, respectful, and productive learning atmosphere for both students and teachers. It’s essential to thoughtfully consider what you expect from your students and communicate these expectations explicitly and repeatedly. Think of it as sharing the “secrets” of your dance studio, making them accessible to everyone who enters.
Here are key areas of classroom etiquette to consider establishing in your secret dance studio, making the unspoken rules known:
1. The Art of Arrival: Entering the Dance Space
How should dancers enter your secret dance studio? Do you envision them quietly entering before you to warm up, bodies already preparing for the lesson ahead? Or should they wait patiently in the hallway or dressing room until you, the instructor, officially open the doors to the dance space? Is pre-class time considered social time, a chance to catch up with friends? Or do you prefer a focused, quiet atmosphere from the moment they step inside, setting the tone for concentrated work? Furthermore, who is responsible for preparing the studio? Are students expected to set out barres, claim their spots, or will you guide this process, perhaps assigning specific places to encourage focused spacing and minimize distractions? Clarity on these entry procedures sets the stage for a structured and respectful class from the very beginning.
2. Bathroom Breaks: Navigating Necessary Interruptions
Of course, genuine emergencies are unavoidable, and dancers should always feel empowered to attend to their bodily needs. Autonomy over their bodies is paramount. However, in an ideal class flow, what is the preferred protocol for bathroom breaks in your secret dance studio? Is there a designated time, perhaps between barre work and center practice, when a quick restroom visit is least disruptive? Would you prefer dancers to proactively use the restroom before class, even if it means a slight tardiness, rather than needing to leave and return mid-lesson? Is there a limit to how many dancers can be excused at once, or is a staggered approach necessary? Do you expect a raised hand and verbal request, or is there an unspoken understanding that students can discreetly excuse themselves as needed? Establishing a clear understanding around bathroom breaks balances respect for individual needs with maintaining the momentum of the class.
3. Tardiness Tactics: Joining Class Gracefully
Life happens, and sometimes, despite best efforts, dancers arrive late. What is the protocol for latecomers in your secret dance studio? Should they quietly join the class as soon as possible, seamlessly integrating into the ongoing activity? Or should they wait respectfully at the edge of the dance floor until a natural pause, such as the completion of a combination, before seeking permission to join? If a dancer is significantly late, perhaps exceeding 10 or 15 minutes, is it still appropriate to jump directly into the class? Or would you prefer they take a moment to perform a personal warm-up to safely prepare their muscles before engaging in more demanding exercises? Alternatively, in cases of significant lateness, would observing the class and taking notes be a more beneficial and less disruptive option? Having a clear policy on lateness ensures both consideration for the student and minimal disruption to the learning environment for others.
4. Corrections and Acknowledgement: The Language of Improvement
Corrections are the lifeblood of dance training, guiding dancers toward refinement and growth. How should students respond to corrections in your secret dance studio? Is a simple nod and a quiet “thank you” sufficient acknowledgement that the correction has been heard and understood? Or do you prefer to see immediate application of the correction, a visible effort to integrate the feedback into their movement? Furthermore, what about when you offer a correction to another student? Should all dancers actively internalize and physically apply the correction to their own understanding and execution, even if it wasn’t directed at them personally? (While experienced dancers and teachers inherently understand the value of learning from all corrections, this might not be obvious to newer students.) Explicitly stating your expectations regarding responses to corrections cultivates a culture of attentive learning and continuous improvement.
5. Concluding Class: Rituals of Respect and Closure
The end of class provides an opportunity to instill rituals of respect and closure. How do you envision students concluding a session in your secret dance studio? Is a collective applause to acknowledge the effort and energy of the class appropriate? Do you expect students to line up and curtsy or bow individually, offering a personal “thank you” as a sign of gratitude? Is it important to specifically acknowledge and thank the accompanist, highlighting their crucial contribution to the class? Once these expressions of gratitude are offered, are students dismissed to leave the studio freely? Or do you prefer a more structured departure, perhaps lining up at the door and exiting in an orderly manner? Establishing clear end-of-class procedures reinforces respect, gratitude, and a sense of closure to the learning experience.
These points are just a starting point, a foundation upon which to build your secret dance studio’s etiquette. Remember, these expectations are not static; they should evolve as dancers mature and progress. Rules appropriate for a class of three-year-olds will naturally differ from those for teenagers. Even with long-term students, consistent communication and occasional reminders about expectations are crucial.
While dedicating class time in the initial weeks to establishing these ground rules might seem like a diversion from actual dance instruction, it is an invaluable investment. It lays the groundwork for a smoother, more efficient, and ultimately more rewarding learning journey in the long run. As seasoned dancers and educators, we often take these unspoken rules for granted, considering them second nature. However, for a dancer new to your secret dance studio, or even to dance itself, entering your classroom can feel like navigating uncharted territory. Don’t make assumptions. The more clearly you articulate your expectations, the more welcoming, supportive, and effective your dance environment will become, unlocking the true potential within your studio walls.
