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Materials: paper, markers, tape
Dancers, today we are going to start by learning a little more about our classmates.
Break dancers up into partners or small groups.
Talk to your partner(s) and figure out some things you have in common. One place to start is that we all take this dance class, but I bet you can find more things you share! These could be your likes and dislikes, hobbies, interests, talents or skills, your culture or heritage, or anything else you can think of.
Give dancers some time to discuss.
Next, share with your partner(s) some things about yourself that are unique. What makes you different from each other?
Once they have completed those conversations, ask them to discuss the following question with their partner(s) one at a time:
Bring the group back together and allow them time to share with the group if they would like to. Pass out markers and paper. Ask dancers to write a welcoming message to other dancers to hang on the mirror, like “Dance is for everyone” or “Our studio loves you!”
Materials: video: Ballet22 is breaking gender stereotypes in the dance world, paper, markers, tape
Today, we are going to learn a bit about a company based in Oakland, CA, founded by Theresa Knudson and Roberto Vega Ortiz. From the Ballet22 website:
“Founded in 2020, Ballet22 exists to push the boundaries of what is possible in ballet by focusing on producing and presenting works that break gender normative traditions, specifically by presenting men, trans, and non-binary artists “en pointe.” The company is dedicated to commissioning works that bring LGBTQIA+ representation to the art form.”
Share the video, then break dancers up into partners or small groups to discuss the following questions one by one:
Come back together as a group and allow students time to share if they are comfortable.
Write an inspiring message about inclusion and celebrating diversity in ballet. This could be focused on gender identity, or it could be focused on something different. Hang your statement on the mirror.
Materials: video: What Teens Are Thankful For, paper, pens, markers, tape
The focus of our LYBW conversation this evening is going to be gratitude. With Thanksgiving coming up next week it’s a good time to pause and reflect on the things we are grateful for, and to remind ourselves to hold onto that intention all year. Many studies have linked gratitude with improved mood and mental health, as well as with greater self esteem and better body image.
Share the video with the class.
Choose someone to write a gratitude letter too, like the ones in the video. Choose someone important to you that you would like to thank. The examples given here are a first grade teacher, a mom and a friend, but you can write to anyone. Let them know what they mean to you, how they have impacted your life, and why you are grateful for them.
It may feel helpful to play some quiet music as they are writing.
Next, you’re going to write a similar letter to your own body. Try to make it just as long and detailed as the one you wrote to your important person.
Break into partners or small groups to discuss the following questions:
Come back together as a group, and allow dancers time to share if they are comfortable.
To post on the mirror, please write an excerpt from your second letter. You can take both of your letters home with you. I encourage you to share the first one with whoever you wrote it to, and to hang on to the second - it may feel helpful to read through it again someday.
Materials: video and article, paper, markers, tape
Debbie Allen (b. Jan. 11, 1950) is a dancer, choreographer, teacher, director, actor, and producer. Many of you may have seen the documentary about her dance school in LA, Dance Dreams: Hot Chocolate Nutcracker. Today we’ll read an article and watch a video in which she speaks about her life in dance.
Pass out the article and give some time to read, then watch the video. Then break the dancers out into partners or small groups to discuss the following questions one at a time.
Come back together as a group and ask dancers to share what came up with their partners if they are comfortable. Pass out markers/paper, and ask them to write an empowering message for other dancers to read, to encourage someone who may feel discouraged, e.g. “Keep dancing - let your unique light shine!” Post statements on the mirror.
Materials: video: Trans Ballerina Jayna Ledford Is Shattering Stereotypes, students supply paper, markers, tape
Start by sharing the video, which features an incredible young transgender ballerina named Jayna Ledford.
After watching the video, break dancers up into partners or small groups. Ask the following questions one at a time:
Write an inspiring message about inclusion and celebrating diversity in ballet. This could be focused on gender identity as Jayna discusses, or it could be focused on something different. Hang your statement on the mirror.
Materials: device with video, paper, markers tape
Video: Learning to Dance While Deaf | The Express Way with Dulé Hill
We are celebrating LYBW today by watching a video of Shaheem Sanchez. Shaheem is a dancer, activist, actor, and choreographer. His life’s goal is to challenge stigma in the dance world and embrace people with All abilities.
Break dancers up into partners or small groups, and ask the following questions one at a time:
Bring dancers back together as a group and invite them to share if they are comfortable.
Pass out paper and markers.
We know that the dance world has historically been unjust and exclusive, and, as we saw in the video, many people are working to reduce stigma and educate others. You also have the power to create change. On your paper today, we would like you to identify something you can do to create positive change. You can use something you came up with with your partner, or think of something new. Example: “I can create positive change by..” (being inclusive, challenging stereotypes, leading by example, standing up for others, etc.)
Pass out papers and markers to start.
Dancers we are going to start today by brainstorming some things that make us unique and make us feel confident. Write your name in the center of your paper, and then all around it write things you feel proud of. These could be facets of your identity, accomplishments, or traits. We’ll call this your “confidence map”. We will be posting these on the mirror at the end, so keep that in mind as you’re deciding what to put on your paper.
Give dancers some time to complete their map. Once they are finished, break them out into partners or small groups to share what’s on their paper. Once everyone who want to has had a chance to share, ask the following questions one at a time:
Come back together to discuss as a group, allowing dancers to share with the whole class if they are comfortable. The conversation can center around whatever feels most important to the dancers in the room. Once that conversation feels complete, post confidence maps on the mirror.
Materials: pens, paper, markers, tape
Pass out paper and pens to start.
Dancers today we are going to start with some journaling questions, so find some space and get comfortable to do a little writing.
Ask the following questions, giving time after each for them to write:
Break dancers out into partners or small groups to share whatever they are comfortable sharing. Once they’ve had enough time for everyone to share, bring them back together as a large group, to share whatever felt most interesting from their conversations with their partners. The conversation can center around whatever feels most important to the dancers in the room.
Thank you for sharing everyone - confidence is something that’s ever fluctuating and ever evolving, not something we just have to achieve and then never think about again. We all have harder days, and hopefully these conversations today can help us to see that we’re not alone, and that we have this amazing community to lean on. To wrap up our activity today, please write a paper on the mirror with an affirmation you can remember during times you are feeling less confident, such as “some days will be harder than others, but I am strong and resilient”.
Post affirmations on the mirror.
Next ask them to discuss the following questions (read one at a time): • Which part of that exercise was more difficult for you? Why? • Think of some of the negative things you have thought or said about yourself. Would you say them about a friend? Why or why not? • How can someone’s negative statements about themselves impact other people?
Come back together as a large group and ask each set of partners to share (whatever they are comfortable with). Hand out papers and markers and ask them to write a compliment to themselves (the one they told their partner, or a new one if they prefer) to post on the mirror.
Materials: device with video, paper, markers, tape
Begin with this introduction: As a 19 year old studying Musical Theatre at Montclair State University, Evan Ruggiero lost his leg to cancer in 2010. After his amputation and a great deal of chemotherapy, Ruggiero was able to begin dancing again. He graduated in 2013 with his BFA. Regarding his transition back to dancing post-amputation Ruggiero has said “I am a more beautiful dancer now. I dance for life”. Video: LA Tap Fest 2012 - Evan Ruggiero After watching the video, break out into partners/small groups to discuss the following questions (ask one question at a time): • What strikes you most about Ruggiero as a dancer? • Reflect on Ruggiero’s statement that he is “a more beautiful dancer” because of his unique body. Do you agree? • What do you think he means by “I dance for life” ? • What can we learn from his story? How can you apply it to your life as a dancer? Come back together to discuss as a group (allowing dancers to share with the whole class if they are comfortable). Hand out papers and markers and ask dancers to write a statement about what makes them unique as a dancers, i.e. “I am a beautiful dancer because...” Encourage them to speak positively about something that makes them different, e.g. “I am a beautiful dancer because I dance with my whole heart” or “I am a beautiful dancer because my strong legs give me power”.
Dancers today we’re going to start with a video featuring Rachel McLaren, who was been a member of Alvin Ailey American Dance Theatre in New York City 2008-2019. Video: Dancer Rachel McLaren: The Movement Break dancers into partners or small groups and pose the following questions, one at a time: • What strikes you about McLaren as a dancer? • The video opens with her listing parts of her body she has seen as “not enough”. If you had watched the dancing portion of the video first, do you think you would have noticed those things? How does that relate to how you look at your own body? • The choreography she performs is an excerpt from Ailey’s 1971 Cry, which he dedicated to his mother, inspired by her strength and ability to overcome hardship. Of performing this work, McLaren has said “I was there to use my body to offer a story of inextricable struggle, triumph and freedom in the form of 17 intense minutes of dance. I was there to influence hearts and minds in a way that perhaps words can't.” Do you see that perspective present in her dancing? • In the video McLaren says of herself as a dancer, “what matters most is the work that I do, and the kindness and honesty in my heart”. What matters most about you as a dancer? Bring the class back together, and ask them to share what came up with their partners if they are comfortable. Pass out papers and markers and ask dancers to write a statement about who they are as a dancer to post on the mirror. This statement could begin with “What matters most...”
Materials: device with video, paper, markers, tape Sometimes dancers feel like they have to look a certain way in order to be good at dancing. Today we are going to watch a video about Amanda LaCount, a hip hop dancer who is challenging stereotypes about what a professional dancer looks like. Video: ANYBODY: Amanda LaCount Breaking The Body Stereotype | Dance Doc Questions for discussion in partners or small groups: • What did you notice about Amanda’s dancing? • Amanda talks about body shaming on Instagram and Social Media. What was her response to that? • What can you do if you encounter body shaming on Social Media? • Have you encountered stereotypes (in the media, from friends, etc.) about who can dance? • Amanda uses her hashtag #BreakingTheStereotype to inspire and empower others (she posts lots of wonderful body-positive things on instagram). How can you challenge stereotypes and inspire others? Remember that the way we talk about ourselves can be a powerful way to impact our dance environment. Come back together as a big group, allowing dancers to share if they feel comfortable. Pass out markers and paper. Pose the following question: What message do you think dancers should receive about their body? Take a moment to reflect, and write down one positive empowering message to hang on the mirror for other dancers to see.
Dancers face a lot of stereotypes about how their bodies “should” look. Today we are going to watch a video about Akira Armstrong, a hip hop dancer who was tired of being discriminated against because of her size. Akira now inspires and empowers others to dance. Video: Pretty Big Movement" is Destroying Dancer Stereotypes | Iris Break into partners or small groups and ask the following questions one at a time: • What did you notice about Akira’s dancing? • What was Akira’s experience when she went to auditions? • What qualities does Akira have that prevented her from giving up? • How can you build a body positive environment in your personal life? Come back together as a group, allowing dancers to share with the whole class if they feel comfortable. Pass out paper and markers, and ask dancers: Akira responded to stereotypes by starting her own dance company to empower others. What can you do to combat stereotypes and empower others? It could be valuable to remind dancers that the way we talk about ourselves and others can impact our dance environment. Ask dancers to write an empowering message for other dancers to read, post these messages on the mirror.
Materials: device with video, article, paper, markers, tape
Pass out copies of the following article from www.mic.com: Meet the Plus-Size Dancer Who's Proving Body Positivity Knows No Gender and watch the following video: Video: Erik Cavanaugh Dance Reel Break into partners or small groups to ask them to discuss the following questions one at a time: • What did you notice about Erik’s dancing? • Erik states “I want other children who look like me to pursue dance [even if] they don’t fit the image. But not just dance, any sport or any activity. I want them to see that they are capable of doing whatever their heart desires, no matter what they look like.” Do you feel like you have dance role models that look like you? How has that shaped your training experience? • Erik talks about a lack of size diversity in the media representation of the male body. How is this issue present in dance? Do you think it’s problematic? • Erik states: “Dance can be beautiful - even with people’s ‘flaws’.” What resonates with you about this quote? Come back together as a group, allowing dancers to share with the whole class if they feel comfortable. Pass out paper and markers, and ask dancers: Erik has refused to give up despite feeling disheartened by a lack of representation of male dancers that look like him. Think of an encouraging message to help inspire someone to keep dancing in the face of obstacles, and post it on the mirror for other dancers to read.
Materials: device with video, paper, markers, tape We’re going to start today with a video about Dance Theatre of Harlem. Who has heard of that company before? What do you know about it? From the Dance Theatre of Harlem website: “In 1969, at the height of the civil rights movement, Arthur Mitchell and Karel Shook founded Dance Theatre of Harlem. Their vision remains one of the most democratic in dance. In moments of extreme injustice and frustration the most impactful art is born. This is true of the inception of one of the most influential American ballet companies of the last five decades, Dance Theatre of Harlem.” Virgina Johnson was a founding member of the company, and now serves as Artistic Director. You’ll see her speaking in the video.
Video: Shoes to Match Our Feet After watching the video, break dancers up into partners or small groups. Ask the following questions one at a time: • We hear several students and teachers speak in the video, as well as Virginia Johnson. What topics or statements resonate with you the most? Why? • Historically many have argued that ballet’s traditional pink tights and shoes are intended to “unify the look” of a full company. Virginia Johnson states that actually wearing flesh colored tights and shoes unifies the look, in that “the color of our legs matches the color of our faces”. What is your reaction to that statement? • Virginia Johnson speaks of ballet requiring “an emotional and spiritual stamina”. What does she mean by that? How does it speak to DTH’s beginnings in the civil rights era? • Virginia Johnson says that Dance Theatre of Harlem is “trying to define what this beauty is.” What does she mean by that? What can that concept mean at ATD? Come back together as a full group, and invite dancers to share what came up with their partners if they are comfortable. Pass out paper and markers. On your paper today we would like for you to write an encouraging message for other dancers to read, to inspire them to keep dancing and to be resilient. It could speak to the ideas we’re discussing of diversity and inclusion in dance, and in ballet specifically. You are welcome to pull something from the video or from your conversation with your partner, or to think of something new. When you’re finished we’ll post your messages on the mirror.
Materials: device with video, paper, markers, tape Video: Lazylegz pushes the limits of breakdancing with his ‘ill-ability’ We want all dancers to feel valued and accepted, regardless of how they look or how they represent themselves. To celebrate LYBW we are going to watch a video of Luca, one of the founders of a dance company called “Ill-Ability.” Luca is a dancer, choreographer and activist. After watching the video, break the class into small groups and ask the following questions:
• Luca reports: The “ill” in ILL-ABILITIES™ does not refer to “sick” or “unwell” but rather to incredible, amazing, intricate, talent. What do you think about his statement? How can we use language to empower others? • Rather than seeing the negative limitations of “disability”, this crew focuses on their positive, or “ill” abilities. How can you celebrate other’s unique strengths and abilities? • Luca’s favorite move, his elbow spin, was created when he made a “mistake” in practice. He refers to this as “crash and create.” -How can you embrace mistakes and use them to grow as a dancer? Pass out paper and markers. Luca says that “We are all unique and we all have something special to give to this world.” Take a minute to reflect on his statement. Write down one way that you can contribute to a positive, accepting environment at ATD. This can look like and “I can” statement, for example: I can be a role model for openness and acceptance I can grow from my “mistakes” I can be a role model for positive body image I can use inclusive language Second video that can be played as dancers are writing their messages or leaving class: ILL-ABILITIES Crew
Dancers today we are going to start with a video of a dancer named Ingrid Silva. She is from Brazil, and now dances for a ballet company called Dance Theatre of Harlem in New York City. Video: This Dancer is Turning the Ballerina Stereotype on Its Head After watching the video, ask the following questions one at a time to the whole class: • What do you notice about Ingrid as a dancer? • In the video she talks about doubting herself and wanting to give up. What do you think helped her to keep going? • In the video Ingrid says that it’s her difference that make her a stronger dancer. What are some unique things about you that help make you a strong dancer? • Ingrid also says that “anyone can be a dancer”. We think that’s really important. Do you think that’s important? Why? • There is a lot of conversation right now about a lack of diversity in ballet. When you go to a ballet performance, what do you want to see onstage? Why is diversity important? Come back together as a full group, and invite dancers to share what came up with their partners if they are comfortable. Pass out paper and markers. Ingrid’s statement that “anyone can be a dancer” is what we would like you to focus on as you are writing your paper to post on the mirror today. Think of an inspiring message to help other dancers have the courage to keep dancing, even if they feel like they don’t “look like a typical dancer”. When you’re finished, we’ll hang your papers on the mirror to encourage others.
Materials: device with video, paper, markers, tape Divide dancers into partners or small groups. Start by posing the following questions:
• What does the term “self-care” mean to you? • Why is it important? • What does it have to do with body positivity? • What are some ways you practice self-care?
Video: Dance as Self-Care After watching the video, have dancers gather with their partners or small groups again:
• The dancer in the video Meera Patel speaks about dance as being an important factor in her wellbeing. Is that true for you? How? • What does caring for yourself have to do with body positivity? • Patel is a Kathak dancer (a form of classical Indian dance). Are there things she talks about that you think are applicable to all forms of dance? Why or why not? • We all love to dance, but sometimes when we train more seriously, it can also become a stressor in our lives. What are some things you can focus on or ways you can reframe things to help keep dance a positive force for you on hard days? • How does dancing help you take care of yourself?
Come back together as a full group, and invite dancers to share what came up with their partners if they are comfortable. Pass out paper and markers. To post on the mirror, finish the sentence “Dance helps me take care of myself by__________.” You can pull from what you discussed with your partner, or come up with something new.
Materials: Article: 5 Dancers On What They Love Most About Their Bodies, paper, markers, tape Pass out article for dancers to read on their own. After reading the article, have dancers break up into partners or small groups and ask the following questions one at a time.
• The author writes: “When it comes to our bodies, dancers have a bad habit of focusing on the negatives.” Do you think that is true? Why? • What was it like for you to read about professional dancers loving their body? • Which dancer impacted you the most? (Invite dancers to share a quote or example) • How could this article better represent the wide variety of dancer bodies and identities? • How can you be a role model for younger dancers?
Come back together as a group and pass out markers and papers. Just like the dancers in the article, we have the opportunity to model body positivity and acceptance of all kinds of bodies. Take a moment to reflect on how you can contribute to body positivity through your thoughts, values, and actions. Once you have your idea, write it on a piece of paper to post on the mirror. If you’d like, you can use the phrase “ I will model positive body image by…..”
Materials: “10 Ways to Love Your Body” handout, paper, markers, tape For some of us, loving our bodies can be a challenging task because we don’t know where to start. Take a minute to think about it, has anyone encouraged you to love your body before? Is it something your friends talk about? Have you learned how to do it from your family? Does the media encourage you to love your body? Or maybe you’ve already learned how to love your body or participated in dozens of Love Your Body Week activities before. (There are no wrong answers here, everyone has their own experience.) Either way, we brought this list to help us practice some ways to love our body. Some of these things might resonate with you, or you may want to create your own list!
Pass out handout: 10 Ways to Love Your Body Ask the dancers if anyone wants to volunteer to read out loud. If no one wants to volunteer, that is ok! Honor Club facilitators or teachers can read. Afterward, break the class into partners or small groups. Ask following questions one at a time: • Which of the “10 Ways’” speaks to you the most? Do you think you can practice one of these things every day? • Which of the “10 Ways” is the most challenging for you and why? • What can you say to yourself if you are having a hard time loving your body? • What can you say to a fellow dancer when they are having a hard time loving their body? • What can you do to help ATD cultivate a body positive dance environment?
Come back together as a full group, and invite dancers to share what came up with their partners if they are comfortable. Pass out paper and markers. On a piece of paper, write down your own unique way to love your body. You can take inspiration from the list or create your own idea! (We want this activity to feel doable, so dancers can copy something from the list). After writing, you can decorate your picture any way that you want to. Once LYBW is over, you can take your project home and hang it up in a place where you can be inspired by it.