Why Grade Dance?
Ting-Yu Chen believes there is no one path to deserving an A in dance. Photo by N_Link_Photography
The challenges and rewards of grading college technique classes.
Bring up the subject of grading dance in higher education, and professors and students alike will sigh. What does a “B” tendu look like? How can you give a jumping combination an 83?
Grades and art do not get along well, as almost any dance professor will tell you. Still, at most colleges and universities, grades must be given, and so professors must find ways to quantify the unquantifiable.
Grading rubrics may appear straightforward, but they present challenges for both instructors, who grapple with how to define the art form’s inherent subjectivity, and students, who may focus more on scores than refining their skills. Each person has their own aesthetic biases, and there are many ways to dance well.
When Jillian Harris first joined the faculty at Temple University, she helped to create standards for modern technique, which took the form of a checklist where a “5” represents very proficient and confident and a “1” represents not proficient or confident. Temple’s standards for Level I modern include items such as “Overall movement efficiency and proper alignment” and “Using the plié and cushioning through the feet.” Level IV standards include “Ability to seek out and investigate new information as part of the learning process” and “Embodiment of a mature work ethic, consistent with that of a professional performer.”
Ting-Yu Chen, dance division chair and associate professor at Shenandoah Conservatory, looks at grading as a way of determining “how well students are mastering their own instrument.” She relies on a rubric that breaks down grades into Technique, Artistry, Accuracy (how clearly they perform the choreography), Body Maintenance (overall physical condition) and Professionalism. Each category weighs 20 percent of the “Dance” portion of the technique grade, which weighs 90 percent combined with 10 percent for written work.
Attendance is often a critical factor, since showing up for technique class is how the work gets done, unlike in a lecture course where students can catch up on reading and notes if they miss class. In many institutions, students are allowed a certain number of absences in technique over the course of a semester, and for each absence beyond that their final grade will be dropped by one step (for example, from a A to A-, or A- to B+).
Even with the most thorough standards, though, there is often cause to disregard them. “I don’t teach a codified technique, so there’s no exact way to do what I’m asking,” says Cornelius Carter, professor and director of the dance program at University of Alabama. “I just get totally ill when it comes to grading.” Carter teaches jazz and modern, in addition to composition courses, and feels his “job is to get students involved in questioning.”
He’s created a rubric that allows for open discussion and includes elements such as attendance, consistency and work habits. But, Carter notes, “quite often, the brilliant students don’t do anything on the rubric and, when teaching a combination, you are constantly surprised by the different ways students present their intelligence.”
Despite the difficulty of assigning grades, some benefits do emerge. Grades force professors to deeply consider what they are teaching and what results they seek in their students. Chen says, “It’s so much about us, the graders, searching inside ourselves. Every grade we assign, we’re putting out there our philosophy of what dance is.” She also notes that in an academic environment, grades “give you something to strive for. We assign students a grade that helps them know where they are.”
Drawbacks emerge when students—conditioned by endless standardized testing in K–12 education—focus too much on grades, often saying, “Tell me what I need to do to get an A.” There’s no one answer, and the path to an A in dance will not always seem easy, or even fair. Chen says, “Some students with raw talent and a gifted body type come in at a high level; others have to work really hard to get to the A range.” That’s why most grading rubrics take into account elements such as work habits and professionalism, since, as Carter says, “we’ve all seen students who can do anything you ask, but they’re asleep.”
Outside of academia, of course, grades have little meaning. An artistic director watching a dancer audition is not going to look at college transcripts to check the dancer’s technique grades. They’re going to watch how the dancer performs in front of them and interacts with others. “The grade that comes out at the end does not guarantee you a job,” Chen says.
This tension between the reality of the field and the expectations of academia cannot be erased by the perfect grading rubric. Students ultimately must accept that earning a degree in dance means dealing with grades, even though grades don’t mean much once they graduate. As Harris says, “All I can do is be honest with students about that tension. When you leave the university, no one is going to give you a rubric. You have to be self-motivated and create your own.”
The Pros of Self-Grading
To mitigate the impersonal nature of grades in technique classes, Cornelius Carter incorporates self-assessment into his grading process at University of Alabama. “In my process, the students get to propose their grades. We sit down one-on-one, go through their proposal and see how it matches up against mine.” This self-assessment follows the syllabus-grading breakdown exactly as Carter’s does. Most of his faculty adopted this marriage of self-assessment and instructor feedback. “Let’s come in and hash it out so we can both cry and fall on the floor and get it over with,” he says. It takes a bite out of students receiving electronic feedback and having no way to really engage or respond.
When Miami City Ballet's fiery principal soloist Nathalia Arja is onstage, it's impossible to look away. So it comes as little surprise that if Arja weren't a dancer, she'd probably want to be a comedian or an anchorwoman—both careers that demand the effortless charisma that Arja exudes onstage and off.
Her buoyant jump, playful attack and spirited stage presence have made her one of MCB's fastest-rising up-and-comers. But it hasn't gone to her head–Arja still revels in being "the clown of the group," and taking the challenges of the ballet world a day at a time.
We caught up with Arja for the first iteration of our new online series, "In the Spotlight."
"I'm like, a notch down from Beyoncé," says Tayla Solomon, a member of the Lethal Ladies of Baltimore Leadership School for Young Women (LLOB) step team. "Because I do still mess up."
That confident-yet-real attitude pretty much sums up why we're obsessed with the dancers of LLOB—and the new documentary about them, Step. The film follows the team as they navigate applying to college, practicing for the first place title that has eluded them throughout the years and dealing with their often-challenging family lives.
Booking a gig on a cruise ship can feel like you're diving into the unknown—dropping everything to live in the middle of the ocean without family, friends or cell service. But cruise jobs can also offer incredible rewards, like traveling the world for free and delving into a new style.
Is ship life the right fit for you? Here are some elements to consider.
We knew that New York downtown dance darling Okwui Okpokwasili was a big deal. Critics and audiences have been raving about her dance-theater works for years, and the new documentary about her, Bronx Gothic, has attracted the attention of the larger arts community.
But never in our wildest dreams did we imagine she'd show up in a Jay Z video, along with flex dancer Storyboard P. Though we're slightly less surprised to see Storyboard in Jay Z's "4:44" video than we were to see Okpokwasili, we're jazzed that two of our favorites are featured on such a huge platform. (We're also feeling #blessed that we didn't have to subscribe to Tidal to watch this.)
Throughout the years, choreographer Seán Curran has worked with a diverse array of talented collaborators—from Kyrgyz music ensemble Ustatshakirt Plus to the the Grammy Award–winning King's Singers. But perhaps none are as meaningful as his most recent group of co-choreographers: At-risk teens from the after school program and nonprofit The Wooden Floor.
Curran has been in residence with The Wooden Floor since June, where he's worked with students to build choreography based on their lives and communities:
Their creation will be shown July 20-22 at The Wooden Floor Studio Theatre in Santa Ana, California.
"Besides the stage, baking is my other happy place," says New York City Ballet corps member Jenelle Manzi.
Four years ago, she thought her baking days were over when she was diagnosed with gluten intolerance. Manzi had been dealing with pain, frequent illness and joint inflammation for nearly 10 years. Once she cut out gluten, Manzi gradually started to feel better, noticing a transformation in how her body felt and functioned. She found her joints were less inflamed, and she got sick less often.
New York City Ballet soloist Unity Phelan and American Ballet Theatre soloist Cassandra Trenary spend every day making their hard work look effortless and graceful both in the studio and onstage. That's exactly what makes them the perfect spokesmodels for the dance-inspired activewear line, Belle Force.