Through the Upper School “InterArts” program, students in Classes 8 and 9 explore the arts through dedicated, and often cross-disciplinary courses, which are designed to help inform their creative paths in Upper School. Students stretch their artistic muscles in classes like studio art, drama, music and dance.
On this particular day, Class 9 students took off their shoes and made their way into the 9th floor dance studio to upbeat, funky 70s music. They began to warm up, slow and steady, as they got into the rhythm on this Monday morning.
“Remember, performers go on stage when they’re tired all the time,” encouraged US dance teacher Allyson Ross. “Dig deep and find your energy.”
The students performed a series of stretches and small movements with each gesture gaining more spirit. “Good. Let’s meet together in the center,” said Ms. Ross after a few minutes.
Seated in a circle on the floor, the students began to review the elements of dance they had been learning: Space, Time, Relationship and Energy. Ms. Ross kicked off the discussion by reminding students that space is important because of the various ways it can inform a performance. “Are you straight up with your arms out? Or melting to the floor? Think about the different ways you can utilize your space and show emotion.”
One student shared that time is vital because it not only pertains to the count of the music and steps but the collaboration with a dance partner (which they would do later in class). Nodding, Ms. Ross stated, “Dance is a language.”
After their brief discussion, the students dove into their choreography unit, which they have been immersed in since September. Last class, for example, they worked on incorporating choreography and phrases into formations.
Today’s piece began with the dancers spread out in two lines – those in the back making sure to stand in “windows” or the gap between the two people in front of them. To the tune of “Stayin’ Alive” by the Bee Gees, the dancers began to twirl, change levels and move their limbs in sequence (which is also known as a canon). A canon, the students have learned, is a technique that requires one dancer to perform a movement which is then identically copied and performed in succession by others on stage.
Halfway through, the students, who were still in two parallel lines, shifted to face each other and all except two dancers delicately dropped to the ground. The pair still standing displayed their unique choreography before slinking down and allowing another duo to leap up and showcase their creative work.
When the piece finished, Ms. Ross asked her “rehearsal assistant” (one of their classmates who was sitting out due to injury), to share any thoughts. “Really commit to the movement,” she suggested. “Do things with intention.”
Next, at the direction of Ms. Ross, students participated in an exercise to help further connect with their bodies and their own distinct movements. “Everyone, face a different direction,” instructed Ms. Ross. “I want you to really focus on yourself.”
She continued, “Even when you are part of a group, when you’re on stage, people can still see you and the energy you bring.”
The students delved into the process, their movements sharp and strong, and when they came back together to perform the whole dance one last time, it was full of high energy, efforts and laughter.
After wrapping up the period with self-reflection and takeaways, Ms. Ross praised, “You’ve been working so hard on the choreography process, and you really look like an ensemble! You should be proud of yourselves."
