For those captivated by the rhythm and passion of dance on screen, the documentary Mad Hot Ballroom offers a compelling and enriching experience that transcends the typical “Just Dance Movie”. More than just entertainment, this film steps into the vibrant world of a New York City elementary school ballroom dance program, revealing profound lessons about education, cultural understanding, and the transformative power of movement. Originally reviewed by Terry Burant in Rethinking Schools, this cinematic piece is a treasure trove for educators and anyone seeking inspiration beyond the dance floor.
Initially, the film might present a perspective that gives pause. A school principal’s opening monologue paints a picture of her students, predominantly from Dominican Republic backgrounds, using language that leans towards a deficit view. Highlighting single-parent homes, children facing challenges, and high poverty rates, it initially risks setting up a “white savior” narrative. The fear arises: will this be another story where children of color are rescued by well-meaning white teachers through the discipline of ballroom dance?
However, as soon as the music begins and the children start to dance, these initial concerns melt away. Multiple viewings later, the film’s magic only deepens. Mad Hot Ballroom becomes a celebration of the joys of teaching and the profound impact of learning. We are invited into classrooms across three diverse city schools, witnessing children embrace the tango, follow intricate instructions (“feel the eye to eye connection”), and cultivate respect and support for one another. They gain not just dance skills but confidence, a new vocabulary, and the poise to command a stage. Their collective performances are nothing short of magical, a testament to the privileged moments that education, especially through the arts, can provide.
This joy is palpable throughout the film. We see it in the genuine emotion of a young teacher, Allison, as she expresses her wonder at seeing her students “turning into little ladies and gentlemen.” It’s evident in the enthusiastic cheers of teachers as they watch their students compete. We hear it in the proud declaration of teacher Yomaira Reynoso, “I’m not rich, but I am a teacher,” and in the delight of the American Ballroom Theater’s Dancing Classroom instructors as they witness their students’ continuous progress. This joy is further reflected in the students’ own thoughtful critiques of their performances, their partners, and themselves, showcasing personal growth and transformation sparked by their dance journey.
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Beyond the emotional resonance, Mad Hot Ballroom is a masterclass in effective teaching. Yomaira Reynoso, a Dominican teacher at P. S. 115, stands out as an exemplary educator. She seamlessly transitions between English and Spanish, maintains high expectations for her students, actively participates by dancing in every class, and speaks with heartfelt conviction about discovering hidden potential in each child. “Not knowing what is hidden in each child” is her guiding philosophy, emphasizing how programs like this can unlock these unseen talents. Her dedication extends beyond the classroom, as seen when she takes her school’s team shopping for competition outfits, balancing guidance (“no belly buttons showing”) with respecting their fashion choices.
The film also prompts a valuable reassessment of dance’s role in education, particularly in bridging cultural divides. Even for those familiar with dance, it’s easy to dismiss it as a superficial approach to multiculturalism. However, Mad Hot Ballroom challenges this notion. It reveals students from diverse backgrounds dancing together, their teachers weaving cultural knowledge and pride into the dance lessons. This documentary opens minds to the profound potential of dance to build community and foster genuine cultural understanding and respect, moving beyond surface-level celebrations.
While not explicitly focused on these themes, the film subtly raises important questions about gender, sexuality, and the complexities of competition. Traditional gender roles inherent in ballroom dance – boys lead, girls follow – are present and unquestioned. Interspersed glimpses into the children’s lives reveal a prevailing heteronormative orientation in dance and school life. The intense emotions surrounding competition, from tears to heartfelt debriefs, are evident, yet competition itself is accepted as a given. However, the film also offers mitigating aspects. The competition structure, with a celebratory parade of all dancers and awards for every team at bronze, silver, or gold levels, softens the potentially harsh edges of competitive environments.
Perhaps one of the most critical, yet understated, messages of Mad Hot Ballroom concerns the demographics of teaching and the urgent need for greater teacher diversity. For teacher educators and anyone concerned with educational equity, this film provides a powerful visual representation of statistics about schooling in the United States. The well-documented cultural mismatch between a predominantly white teaching force and an increasingly diverse student population is starkly illustrated. Consider the scene with the white teachers from Forest Hills P.S. 144, the previous year’s champions, proudly displaying their trophy. In contrast, Yomaira Reynoso’s inherent cultural understanding and Rodney, a Latino dance teacher who connects deeply with his students, particularly the boys, highlight the invaluable contributions of teachers of color. Mad Hot Ballroom serves as a catalyst for crucial discussions: Can white teachers effectively teach all children? If so, what essential knowledge and skills are required? And how can we actively diversify the teaching profession to better reflect the nation’s student demographics?
Crucially, the film directly challenges the initial deficit narrative presented by the principal. We witness parents actively engaged in their children’s lives, expressing sacrifices made for their children’s betterment. Children speak of their parents’ firm rules and expectations. At the final competition, families are present, cheering enthusiastically and passionately for their children. This powerful display of family support dismantles the earlier deficit script, underscoring the critical importance of building strong connections with parents and families in education.
Mad Hot Ballroom vividly captures the energy and color of New York City streets, from flower stalls to bustling seafood vendors. However, the true stars are the children themselves. We meet Emma, the articulate young girl with a statistic for every social issue; Wilson, a recent Dominican immigrant using dance to navigate a new language and culture; Michael, the endearing white boy in a Batman T-shirt philosophizing about life and love; and Amber, the Dominican girl poignantly reflecting on the joys and fleeting nature of childhood. Throughout the film, these children, and many others, openly share their thoughts on everything from societal challenges to personal dreams.
Ultimately, Mad Hot Ballroom is about the transformative journey of these children. They evolve from awkward beginners into graceful dancers performing the rumba, tango, foxtrot, merengue, and swing. Their dedication and joy are infectious, making even the most rhythmically challenged viewer want to find a partner, put on some music, and step onto the dance floor. This documentary is far more than just a dance movie; it is an inspiring and insightful film that resonates deeply with educators, dance lovers, and anyone who believes in the power of education and the potential within every child.
