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I have spent much of my time learning and practicing the art of dance since I was four years old. Thus, when it was time for me to make a decision about a major in college, my decision was simple and rather obvious. After high school graduation, I plan to continue my studies in a fine arts dance program to continue to grow as a performer and also in my knowledge of dance. When I was younger, I dreamed of becoming a professional dancer and instructor. As I grew older and faced many injuries throughout the years, I became more interested in how the body works and how to stay injury-free. I now hope to use my dance degree as a pathway to become a physical therapist who specializes in injury prevention and recovery for dancers and athletes. The love that I have for dance is beyond measure, and I never would have thought that I would have the opportunity to pursue this passion post-high school. Dancing is truly what I wish to do for the rest of my life and having the opportunity to study dance and movement on the college level feels like an absolute dream.
My dance training has well prepared me for the physical challenges that will come with being involved in a college-level dance program. In addition to the physical challenges, there are various types of academic work expected within the dance major. I have conducted research on this topic in an attempt to better understand the academic writing required in my intended major.
Methods
As my primary source, I chose to interview Savannah Johnson via telephone. Savannah is a graduate of Coker College with a Bachelor of Fine Arts in Dance, and she is also my cousin. I knew that Savannah would be a helpful person for me to interview because she recently obtained her BFA in Dance in 2018. As a recent graduate, she is aware of the rigorous academic course load that comes with a dance degree. I also felt comfortable asking Savannah these questions because we grew up together learning and participating in dance-related events for most of our lives. Savannah now exercises the skills she learned during her college dance experience by working two jobs involving teaching dance. She teaches dance at the Columbia Music Festival Association and the Stretch and Grow after-school program. I interviewed Savannah by asking for information on the writing, performance, and professional experiences she encountered throughout her undergraduate studies. In addition, I asked Savannah what her motivation was in choosing to major in dance and what advice would she give to someone considering auditioning for a college dance program.
In addition to interviewing Savannah, I was able to find a couple of helpful secondary resources that elaborated on the types of writing required when pursuing an undergraduate degree in dance. An article from the Appalachian State University Dance Department provided a clear layout and description of the various writing styles that may be used with a college dance education. Another article from The University of Richmond delivers an introduction to the terms often used in dance. These two sources along with the information I obtained from Savannah were very helpful towards my research.
Results
Throughout this research process, I was able to gather an abundant amount of information involving obtaining an undergraduate degree in dance. Savannah Johnson, who I interviewed as my primary source, was very descriptive in her response to what advice she would give to a young person considering pursuing an undergraduate degree in dance. She says, Make certain that dancing is what you want to do for the rest of your life. An undergraduate degree in dance leads to a career in dance, and in todays society artist struggle to find a solid platform to exercise their creativity. She proceeded to tell me the reason that she is so passionate about teaching dance is to be a positive influence on her students and to instill in them a passion for dance as she has. When I asked Savannah what types of writing she was asked to do to receive her degree she listed: a resume, written interpretations of choreography, article reviews, and performance critiques. Savannah proceeded to talk to me about how a dancer uses movement to tell stories instead of words. Taking movements and changing them into written words helped her grow extremely as a dancer and as a writer. As she wrote about the movements on paper it made her think and connect with her emotions on a deeper level.
While Savannahs responses were helpful and broad, I was still curious to conduct some independent research through the use of secondary sources. The University of Calgary posted an online article titled Writing About Dance. The author wrote, In writing about dance, we share our insight into the artfulness of work; our task is to identify the artistic qualities which make up the work in question. This means helping readers perceive the form of the work, and thereby appreciate its content. Much more is required than such expressions of personal taste as: I don’t know anything about dance, but I liked it or I didn’t like it. Setting aside your own opinions in your writing forces you to think deeper into the meaning behind the performance, rather than thinking vaguely about whether or not you enjoyed watching the performance.
The Appalachian State University Writing Across the Curriculum Program, Writing About Dance, confirmed the types of writing that Savannah had listed. Additionally, this secondary source provides a brief description of each writing skill.
Conclusion
A dance major will provide a pathway for me to become a physical therapist for dancers and athletes. Both physical and academic challenges will work hand in hand to prepare me for that career. Writing within the dance major is often centered on interpreting body movement into words, which in turn will help me grow as a dancer. No doubt majoring in dance requires much passion for the art. This is a passion that I believe I possess. Therefore, the information that I have discovered through this research project has not swayed my decision to major in dance but only made me more excited.
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