Over the years I have been considering how we can tangibly adopt a pedagogy of dance and politics with intention and care. Here are a few tips and considerations that I found to be helpful in a variety of spaces that I have taught in over the years: 

 

• Teach dance through a historical lens. When we look at the history of dance, we see how politics are interwoven into the make up and origin of most, if not all forms, genres, and styles. King Louis XIV was not only responsible for the development of ballet through the courts, but also used it as a means of political control and sovereignty in France. Hip Hop was born out of the oppression and marginalization of Black and Latinx people, providing them a way to create art that was reflective of their lived experiences, which were often informed by the political implications in their neighborhoods and cities. Dance has been used as a form of diplomacy and cultural exchange, such as the US Senate Department sponsoring tours across the globe in response to the Cold War, and more recently the 9/11 terrorists attacks, as a means to bridge the cultural divide and the human experience. Notable modern dance pioneers and choreographers including Alivin Ailey, Martha Graham, Katherine Dunham, Pearl Primus, and Bill T. Jones often used their work as a way of reflecting the political landscape of their time and speaking to social issues that were impacting this nation and the world at large. We can incorporate this knowledge into our classes by mentioning notable names, places, and events as we teach the technique or assign projects and/or papers (as applicable) that requires students to do their own research and share their findings.

 

• We can be political without being partisan. There is often a fear that particularly within the classroom or dance studio, incorporating politics can be a distraction to the learning environment, because it can often be polarizing. As educators we are asked and sometimes required to be neutral and not allow our biases to influence how we engage with our students. I believe it is possible to not allow our biases to control the narrative, while also not being afraid to have difficult conversations  with students that challenge them to think critically and practice having civil discourse with one another. Politics is more than who we vote for, and we don’t have to disclose certain agendas or endorse specific candidates in order to establish the importance and impact politics has on our society. It is important to help our students form their own opinions and think critically about the issues, and they cannot do this if they are not informed. I have often facilitated discussions with my students centering historical and current events, giving them the agency to speak freely and share their experiences and opinions without the fear of being ridiculed. Sometimes these discussions occur within a formal, pre-planned format. Other times they may occur casually as things come up throughout the days or weeks, as I often start my classes by asking my students about their day or what new things are catching their interest. Setting boundaries and class norms can be a huge help to avoid any major conflict that could create division or harm. I also find inviting parents, studio owners, or other staff into the conversation can be helpful to reinforce the idea that differences are welcome into the space and the importance of healthy civil discourse. 

 

• Provide students an opportunity to have a voice. One of the foundational tools we learn as dancers is the art of problem solving. We have developed skills that enhance our creativity to be solution oriented and not being defeated by obstacles. I think we can help our students apply these skills when encouraging them to engage in politics, as especially now, seems to be filled with hopelessness and frustration. Helping our students find the connection of how their ability to be creative beings can enable them to help imagine a world that they want and how being a politically engaged citizen can provide positive possibilities. We are in the perfect field to help facilitate students using their creative voice to influence and shape society. Their voices should and can be part of the dialogue, and in my experience this can be best displayed by embodying this in the creative process. I have often allowed my students to take the lead in centering what they care about most by co-creating works with them that speak to those issues. It has often led to fruitful discussions with their peers, their families, and other people in their community. They may not be able to vote yet, but their voice can potentially help persuade adults to vote with their best interest in mind.