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I am so excited to share that I am publishing a book with Routledge on consent-forward, trauma-informed, psychologically safe movement pedagogy! This book is designed for dance teachers, as well as those who teach movement actors and stage combat in higher education settings.
I am well into the process of writing and am excited to share it with you- hopefully in early 2026. Stay tuned for updates.
I’m on the latest episode of The Casual Dance Teacher’s Podcast, talking with Maia Mahosky about consent-forward teaching practices in the dance studio. Let me know what you think!
Since 2019, Halie Bahr, Cat Kamrath Monson, and I have been meeting and talking about ways we were/are changing our pedagogy to foster consent, autonomy, and psychological safety in western concert dance class. And that work finally has a home!
Psychological Safety in the Western Concert Dance Technique Class. Video essay and transcript with Halie Bahr and Cat Kamrath Monson. Published in Conversations a Journal of the Dance Studies Association. Fall 2024.
The other day I tweeted (Xed?) “What is ‘unprofessional’ about care?” My difficult experiences at educational institutions, coupled with the stories shared by a few colleagues in educational institutions across the country, my other job as an intimacy coordinator, and my recent viewing of an episode of Murdoch Mysteries in which Dr. Ogden is fired because she prioritized the care of a patient of the ego of a male doctor led to this question.
The idea that care is unprofessional stems from a supremacist cultural normative ideal: a cis, heterosexual, white, able-bodied male. Performance Artist Johanna Hedva ([2016] 2022) wrote in her seminal essay on disability justice, Sick Woman Theory,
What is so destructive about this conception of wellness as the default, as the standard
mode of existence, is that it invents illness as temporary. When being sick is an abhorrence to the norm, it allows us to conceive of care and support in the same way.
Care and support, in this configuration, are only required sometimes. When sickness is temporary, care and support are not normal. (emphasis mine)
Care is not normal in our world. Which is exactly what makes care necessary.
Care, the arts, and teaching are all devalued in a society that values product over process. Our society is built on hierarchy, rather than community. However, if we are to humanize our profession, we must accept bodies and boundaries, and create community. Only through humanization will we prevent trauma and burn-out, and create an industry that values the artist as well as the art.
Hedva points out in the essay that part of the “problem” of care is gender. Women are often seen as needing more care, and are, professionally and domestically, more likely to be caregivers. An article in Scientific American concludes “According to ‘status value theory’, men's higher status in society means that men's roles and careers are given higher status than those of women. As a result, people value male-dominated domains more than female-dominated domains (Kaufman, 2020).” This specifically impacts care, as a report from Brunel University was summed up by its author “...the caring performed by a woman is often devalued as a 'natural' part of femininity…(Ward, 2005).”
Dance as a profession, is often gender-coded as “female”. Coupled with the caring profession of teaching, dance educators face a double devaluation of their work. This can be compounded with pedagogies that value consent and choice, methods that can receive pushback as “realistic” or “preparing students for the real world.”
As a teacher trainer, focused specifically on helping teachers at all grade levels develop pedagogies of care, I hear the above comments often. And my response is always, “We can acknowledge the world as it is, and work to change the world.”As creators, we make new worlds! We teach students to do this as they choreograph and perform. Students and teachers do not have to settle for the world as it is, especially when we know it is harmful and devalues humanity. An ethics of care, a pedagogy of care, a creative vision of care, demands that we see the humans beside us, in our classrooms and studios. Despite the pressures of society that would term care as “unprofessional”, I would suggest that care is the only way to create a sustainable classroom, rehearsal room, and dance industry. Care is necessary to be a professional.
In a workshop I led a few years ago on consent-forward spaces for acting teachers, in a rather famous US-based acting program, we touched briefly on the intersection of trauma- informed work with consent-forward work. One of the teachers, rather famous herself, responded that sometimes acting students are experiencing trauma or the reactivation of a trauma in the acting class, and they just need to “push through it, come out the other side, and use it to make them better actors.” I suggested to her that “if someone is experiencing trauma in your classroom, they are not actually learning. And, if they are not learning, you are not actually teaching. So, then, what are you doing?”
Trauma responses were developed for human survival. Dacher Keltner (2017) writes in The Power Paradox, “The human stress response is a dictatorial system, shutting down many other processes essential to our engagement in the world.... ...the chronic stress associated with powerlessness compromises just about every way a person might contribute to the world outside of fight-or-flight behavior” (151). When we are simply surviving, we do not have the energy to give to learning, deepening understanding or nuance, or creativity. Actively causing or allowing trauma will not create better art, better students, or better artists.
Choosing not to engage in work when trauma or harm occurs is professional. Trauma-informed teaching means that the power holder in the room must be aware that there are days that the work will not get done.The work that would get done in an activated state is not going to be our work anyway. An activated dancer may not even remember it, because their energy is being used for survival, not recall. Even if they do remember the work, it may cause activation when revisited, starting the cycle again. Sustainable work requires care.
If we are care-full educators, we must adjust our content and pedagogic methods so that we do not retraumatize or cause an additional trauma response in someone. “We cannot know everything that may activate everyone in our space. We can, however, take steps to make our spaces as welcoming to risk-taking and compassionate to complicated humans as possible” (Author, 2022. 25). As dance educators, ask them to explore those complications— their emotions, their past experiences, their relationships with others in the room, their relationship with their own body. Dance educators must practice care. To do anything less would be unprofessional.
I was a guest on “Making the Impact: a Dance Competition Podcast” this season. I was alongside Keanu Uchida, talking about abuse in dance. Check out the episode here, or on your favorite podcast service.
During peak pandemic times, a colleague, Ali Duffy, at Texas Tech University had one of her undergrad classes interview dance makers with specific missions in their work. I was honored to be one, and to have that interview now published in an Open Educational Resource text available from Raider Press. Check it out!
Last month, Renee Redding-Jones and I, representing Intimacy Direction in Dance, joined a panel of dance educators, scientists, social workers, and mental health professionals on a panel for IADMS (International Association for Dance Medicine and Science) to discuss creating consent culture in dance.
IADMS has made the recording available, for free, for everyone. Watch it here.
In the past 2 weeks I’ve been on two podcasts-
Apolla Performance/Turning Point Creations’ “Beyond the Steps” talking about how, as dance educators, we can help students distinguish the difference between a boundary and a risk.
Audra Allen’s “Dance CEO Coach” talking about equity and professional development in dance.
Both of these are great resources for dance educators and dance entrepreneurs!
Sadly, DanceGeist ezine will be going away soon. DG was a great alternative to competition, commercial-based dance publications, with its focus on Somatics, disruption, and community. Unfortunately, that also means it was hard to sustain. But, I have been given access to all of my pieces from DG! I have link the power and consent series here, and the rest of the articles are all over on the Dance page, if you scroll to the bottom. Enjoy and share!
Creating Consent Culture in Dance
originally published in the Dance Geist ezine, Feb-April 2021
Clock-time is a colonial construct, followed to support capitalism. We know that is only a construct, and that time is much more spiraling than linear. And yet, we have agreed to live in society following this guideline.
As a teacher or leader, I can’t create more time, but I can shift how we feel about time.
Read MoreLast week on my TikTok, I stitched a video in which 2 women were discussing the fact that grown women really only get parties for things that make them define their identity in relationship to someone else- getting married and giving birth.
So, I decided I wanted an MFA shower. Not a graduation party. I want to all grown folks to have showers. I’m reclaiming that word for all of us to be showered in celebration and congratulations for the big life achievements that matter to each of us.
So, later this spring (after all theses shows wrap) I will have a shower (And that thesis was labor.). And I’ve created a little registry if folks want to help me celebrate.
Read MoreFinally, after a long road of graduate exploration beginning in 2016, I am excited to share I officially hold a Master (hate it) of Fine Arts degree in Interdisciplinary Arts with concentrations in both Decolonial Arts Praxis and Performance Creation Concentrations from Goddard College.
This wasn’t a journey I took alone. The following is my acknowledgements page from my thesis, Working Consent: Ethical Engagement with Collaborators, Audiences, and the Land in Dance and Theatre Pedagogy and Practice.
Read MoreStyres (2019) quotes Marie Battiste (2013), an Indigenous scholar focused on protecting and promoting Indigenous knowledge systems and education, “in order to effect change, educators must help students understand the Eurocentric assumptions of superiority within the context of history and to recognize the continued dominance of these assumptions in all forms of contemporary knowledge” [186] (33). So, in the ballet class, we examine the particularity of the ballet situation. Students’ first reading is a choice of An Anthropologist Looks at Ballet by Jean Kealinohomoku (2001) and a post from Marlo Fisken’s (2020) blog, A Letter to the Pole Community: It’s time we talk about toe-point supremacy. These two pieces clearly connect the dots of assumptions of supremacy culture—that Euro-centric is more valuable—to the prevalence and significance of ballet in Western dance training and on concert stages. Tuck and Yang (2012) write “The settler positions himself as both superior and normal;...” (6), and this is often what happens to ballet in dance studio settings—it is considered a baseline for other genres, rather than its own particular form, drawn from its own cultural context. In every class, students are encouraged to find the appropriate cultural context from which to consider their situation.
Read MoreYesterday, I reposted an article from Dance Magazine on my Facebook feed, speaking to the use of “my” in dance class, aka, “my dancers”, “my dance”, etc. It caused some good discussion there, so I thought I’d share what I’ve already explored on this topic. The following is an excerpt from my thesis on the ways I am examining language in dance class.
Read MoreWe know, somewhere in our brains, when we see social media posts that we aren’t always getting the whole story. So, this post is my attempt to be transparent. To share the whole story, or at least another side of it. CW: depression, anxiety, negative self-talk, ED
Read MoreBringing Consent to Ballet, One Intimacy Workshop at a Time. 13 April 2022. Laura Cappelle for the New York Times.
The Impact of Intimacy Direction on Educational Theatre. 14 April 2022. Kaila Roach for On Stage Blog.
From DanceGeist’s May issue.
Read it here, and then leave me a comment with your thoughts!
Find it in the DanceGeist ezine!
Last month we defined how Power Dynamics show up in dance classes and dance rehearsals. This month, I offer some ways dance teachers and choreographers might mitigate those power dynamics to help create consent-based dance spaces!
Find it in the DanceGeist ezine!
The article will link to Part 1.
The full series is linked on the Consulting page, as this is a resource given all my clients.
Nicole LaBonde- Transformation Coaching of Mind and Body, Pilates, Nutritional Cleansing
CABARRET- Barre and Dance Fitness
Public Persona- Professional Image Coaching for Public Speaking and/or Online Branding for Fitness Instructors, Life Coaches, Healers and other Heart-Centered Entrepreneurs.
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