A Blythe Coach

Wonderful Warmers Whet the Appetite – Movement, Dance, & Ballet Warm-Ups to Get Ready & Feel Good

Moving into the chilly and dark time of year here in the northern hemisphere, I like to get cozy and comfy and bring some wonderful warmth from the inside out with yummy dance and movement warm-up exercises. 

As I age, it becomes more and more important to properly prepare for dancing and teaching, and it takes a little time and loving care to find ease and range of movement, as well as manage pain and stiffness. 

At any age, it is critical to properly warm up before we undertake larger movements and stretches in order to prevent injury. Ever notice how movements are way harder at the start of your workout (such as climbing a hill first thing in the morning) than even a few minutes in? That’s the power of a warm up, making every movement smoother, and the topic of today’s blog and Podcast Episode 072:

Podcast 072: Wonderful Warmers to Whet the Appetite – get ready to dance & feel good

Warming Up Defined

The Usborne Book of Ballet and Dance explains the importance of warming up for dancers succinctly: “Dancing makes great demands of your body. Before you start any dance session, you should do some warm-up exercises to help loosen and stretch your muscles and prepare them for more vigorous work. If you do not warm up your body, you may damage a muscle while you are dancing.” (p.52)

Eliza Gaynor Minden’s The Ballet Companion defines warming up in this way: “Warming up is just that; it elevates tissue temperature, which in turn makes the muscles more pliable, coordinated, responsive, and resistant to injury.” (p.108)

In his book Ballet Pedagogy, Rory Foster describes the several purposes of barre work, including to “Warm the body and make it supple–generating heat through increased circulation in the muscles and fascia along with stretching and increasing the range of movement in the joints and spine.” (p.37)

Foster emphasizes the injury-preventing qualities of a proper warm-up: “It is important for dancers to get thoroughly warmed up in order to reduce the chances of injury. It takes approximately 20-30 minutes to completely warm up muscles, so coming to class early in order to begin warming up should be encouraged. Once the muscles are warmed (in the latter part of barre work), it is then safe to do full stretches.” (Ballet Pedagogy p.122)

I agree that although ballet barre work can be a part of a thorough warm-up, that it’s best that dancers begin our warm-up before commencing with barre or other dance or exercise (true for other athletes, too!). My recent YouTube video teaches a lovely pre-barre full-body and foot/ankle warmup inspired by that taught to me by master teacher Duncan Noble at North Carolina School of the Arts:

Pre Barre Warm Up to Whet the Appetite video on YouTube

Anatomy of Warming Up

Part of the reason we feel as if we can move more easily and freely through warming up is due to the qualities of our Fascia tissue, as Foster explains:

Fascia is connective tissue that covers the muscles, tendons, and ligaments. It has elastic qualities, and part of its structure is made up of a gelatinous substance known as collagen. These firm gelatinous collagen fibers soften and flow when the fascia becomes warm. This enables a greater and more comfortable range of movement. Notice how during the cold winter months the body generally feels stiff and tight before class but much less so during the warmer months. This is due to the warmth or coldness (stiffness) of the fascia. Risk of injury is greater when the muscles and fascia are cold. This is why it is so important for dancers to warm up before a rehearsal if they have not had a previous class and to take time to stretch at the end of their dancing.” (Ballet Pedagogy p.122-3, emphasis mine)

In an article on Dance Magazine online called “You Took Class, Then Took a Break. How Much Do You Really Need to Do to Warm Up Again?” Nancy Wozny adds that, “The definition of ‘warm’ in dance goes beyond heat. According to the International Association for Dance Medicine & Science, it’s not only an increase in body temperature, but also an increase in the flow of synovial fluid (which helps joints move freely), faster breathing and focused concentration. All these changes get us ready to dance.” (emphasis mine)

Therefore I’ll start with a couple of precautions, and then look at the approach of warming bigger to smaller muscle groups, gradually building range of motion to promote the flow of synovial fluid, breathing and circulation, specifically targeting muscles for the type of movement we will be performing, and focusing our concentration.

Warm Before Intense Stretching

“Only when you feel warm is it appropriate to begin stretching. Once warm, be guided by the idea of ‘gently dynamic.’ Small, controlled movements are safer than either big, ballistic movement or no movement at all. […] Before class is not the time to test your full range of motion; a low, slow, mini battement cloche before class is okay, but whacking your leg up to a full extension might pull a muscle.” This is the warning about warming up before you deeply stretch that Eliza Gaynor Minden provides in The Ballet Companion. (p.109)

Rory Foster provides a similar caution about stretching in Ballet Pedagogy: “Overly zealous stretching, as well as stretching when the muscles and fascia are still cold, can cause slight tears in the fascia. These microscopic tears can usually heal quickly, though the feeling of soreness can be acute. Intense over-stretching should be avoided, as it can severely tear soft tissue and cause serious injury, which will require a longer recovery time.” (p.122-3)

Warning for Movement Teachers

It is true that student, recreational, and professional dancers risk injury by not properly warming up, but it is also important to remember to care for our bodies as educators! As Foster admonishes in Ballet Pedagogy, “Demonstrating over many years can be very hard, even destructive, on a teacher’s body, especially if one is muscularly cold before beginning. Unfortunately, the ill effects of this do not manifest until years later. Therefore, take the time to warm up before teaching and don’t demonstrate every exercise full-out.” (p.104-5)

I know several teachers personally who have hurt themselves in this way, while teaching movements that normally aught not be injurious, but without being fully warmed up can lead to injury. Sometimes said injuries can be serious and lasting, so it is vital that we always warm up before teaching, and remain warm, particularly if we are going to demonstrate movements in class.

Start Big, then Get Specific

In the Dance Magazine article on re-warming-up, Carina Nasrallah, a Houston Methodist athletic trainer for Houston Ballet, goes on to recommend that you get to know your own needs, start with large muscle groups, be specific to the types of movements or choreography that you’ll need to prepare for, and if you’ve already warmed up once for the day, you will still need to keep warm or re-warm-up before engaging in intensive activity.

To engage large muscle groups, light cardiovascular exercise works well, such as prances, jogging in place, skipping rope, jumping jacks, or other full-body exercise that works best for you. You can then do gentle circles of specific body parts, as appropriate, such as isolations the head, shoulders, hips, ankles, and wrists (not the knees, which are a hinge joint). Shall I film a video of the types of joint-specific isolations we perform as a warm-up for jazz, hip hop, and some contemporary dance. I also like to do a warming full-body yoga sequence, full-body core work such as planks, which are extremely warming, or reclining exercises such as leg kicks and swings.

What does it mean to be specific in our warm-up? According to Wozny, we should “Mirror the type of choreography you’ll be dancing. ‘A contemporary piece with parallel lunges and deep pliés would be served by doing stationary squats or walking lunges, while a petite allégro variation would benefit from an abbreviated barre with small hops and quick relevés to elevate your heart rate,’ says Nasrallah. ‘If the work includes partnering, don’t neglect the upper body or core: Jogging with arm circles, push-ups, tricep dips and walking caterpillar planks would be great exercises to include.’”

Here are links to video examples of the types of exercises Nasrallah describes that we can use as appropriate to the choreography or movement will will need to perform: Scrumptious Squats, Luscious Lunges, Push it Up!, Tasty Tricep Dipsand Sensational Caterpillar Walks. What follows are further ideas for warm-ups for ballet, dance, and just for the joy of the movements themselves.

Warm-Up Exercises

Piquant Springing Prances exercise video on YouTube

Eliza Gaynor Minden recommends a couple specific warm up activities for dancers in the book The Ballet Companion: “Prances are an ideal way to warm up. Keep your knees soft and articulate your feet, pointing them not just at the ankle, but also through the toes and metatarsals. Light prances forward, backward, and even around the room increase tissue temperature–it’s like lubricating the joints. Two or three minutes should suffice.

Rises at the barre, in parallel position and ideally with a tennis ball between and just below your ankles, help you find your placement for the rest of class so that you are properly aligned even before the first plié. Think of distributing the weight equally on both feet over all ten toes, and allow the body to move forward as a unit with each rise.” (p.108) I have included links to examples of such prancing and rising exercises above and below this block of text.

Plush “Parallelevés” exercise video on YouTube

I also have a range of dynamic and ever-expanding playlists with many videos on dance and ballet-specific warm-ups, an adaptive mini full-body workout, foot and ankle exercises, ballet barre exercises, yoga flows, and breathing exercises:

The Wonderful Warmers YouTube Playlist contains videos on exercises that are floor-based, such as Planking Pleasures (planks being an awesome core and full-body warmer developing strength, stability, and alignment), Buoyant Bridges, Sweet Leg Swings, an example of how I weave such exercises together in my own practice as a 6-Minute Good Morning Dance Warmup; warm-ups at the barre including the Pre Barre Warm Up to Whet the Appetite and Plush Paralleleves; freestanding warm up exercises like Amazing Undercurves and warming yoga sequences Heart-Warming Love Yoga.

A 6-Minute Example of combining various dance warm-ups with music

A brisk warm-up of classic large-muscle group exercises or calisthenics can also be great. For that, check out my Micro-Workout Playlist for Jelly Jumping Jacks, “Push it Up!” Push-Ups, Tasty Tricep Dips, Luscious Lunges, and Scrumptious Squats which were inspired by Ben Greenfield’s 10-Minute Workout, which I wrote about in my Move Your Body: Minimalist Fitness for Maximal Well-Being blog.  

Micro Workout with me: 10-minute minimalist conditioning video on YouTube

It’s important to work specifically on our foundation, so we are well-served by including foot and lower-leg exercises in our warm up, such as those on the Foot & Ankle Conditioning Playlist, as well as core exercises that help connect and coordinate all body parts as well as warm up our circulation. You can find a collection of Concentrated Core Conditioning exercises on my YouTube Playlist by that name. Of course, those of us who have a sequence of physical therapy exercises that we must perform regularly can make them a part of our warm-up session, too.

Planking Pleasures core/full body exercise variations video on YouTube

I find that yoga is excellent as a full-body warm up and stretch and also a way to focus concentration. I provide a range of flows from 5 minutes to an hour in length on my Yogalicious playlist and I also wrote a blog on the topic of Yoga for Energy and Enthusiasm. Yoga, along with meditation, is a part of my daily morning ritual and gets me ready for anything I might face, physically and mentally.

My Short Yoga Flow and many other sequences are on the Yogalicious YouTube playlist

To focus on the action of your breathing and get centered, my Beautiful Breathing – Yoga Pranayama playlist includes a variety of techniques. Then once you’re ready to start dancing while continuing to warm up for bigger steps and choreography, follow along with the Ballet Barre Playlist.

Powerful Plies are a great way to continue your Ballet Barre warm-up

Then, once you are fully warm as well as after your class/performance/main event as a cool-down you can do some deep stretching to help relax your muscles and improve your range of motion. To do so, take advantage of my Sumptuous Stretching Playlist.

The Balletlicious Barre Stretch video, great for after ballet or other thorough warm-up

Questions for Reflection

  • What’s your favorite way to warm up your body and get going for dance and other activities?
  • For what sort of choreography or athletic pursuit are you preparing your body?
  • What are your current dancing/fitness/athletic goals?
  • What movements or practices just plain make you feel good?

I hope you luxuriate in all of these wonderful warm-ups that are appropriate for you! Please tell me about your experience and personal challenges (as well as videos and content you’d like to see in the future) by email or on social media @ablythecoach.

Blythe Stephens, MFA
she/her or they/them
A Blythe Coach: ablythecoach.com
move through life with balance, grace, & power

DISCLAIMER: A Blythe Coach recommends that you consult your physician regarding the applicability of any recommendations and follow all safety instructions before beginning any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. If you engage in this exercise or exercise program, you agree that you do so at your own risk, are voluntarily participating in these activities, assume all risk of injury to yourself.

Joyful Movement & Creative Living with Life Coach Jolynne Anderson

Even though you know you’re a creative person, do you sometimes feel stuck or uninspired? Do you have dreams that you’re not even sure are possible or a current situation that seems to prevent the growth and transformation you’d like to see?

“What’s going to give you your life force, that energy and that mindset to be able to Be in life, embracing even things like pain, circumstances, and events?” -Jolynne Anderson

In episode #71 of the A Blythe Coach Podcast, available as a YouTube video as well as an audio-only podcast below, you have the treat of meeting Jolynne Anderson, my original life coach and an inspiring person of possibility. She’ll give you just the boost you need, tools to get to your authentic self, and a process to reinvent every aspect of your life.

[One note: If you watch the video version of this podcast on YouTube below, I apologize for the quality of my video in the recording: I made a rookie mistake and hadn’t selected my better streaming camera on Zoom, so I’m not looking into the poor-quality webcam that is recording me from below. Please just focus on Jolynne’s video, which looks great!]

Podcast 071: Jolynne Anderson on YouTube

Podcast 071: Joyful Movement & Creative Living with Life Coach Jolynne Anderson YouTube

Podcast 071: Jolynne Anderson Audio Only

Podcast 071: Joyful Movement & Creative Living with Life Coach Jolynne Anderson Audio

Coach Jolynne’s Bio

Jolynne is Power, Play, Compassion, Joy, Wisdom, and Leader!  She is a BREAKTHROUGH coach who is a Personal Certified Coach with the International Coach Federation since 2009.  She is passionate about supporting people who want to make a difference in the world to reclaim their personal power to give them access to TRUE fulfillment, joy, and adventure.  To be unapologetically THEM.  She works with people that want to ignite their own fire.  She supports people to be passionate creators and leaders in their own lives and relationships. To actually live a life of their dreams, instead of just dreaming about it, and to generate a living out of doing what they love.

She is a leader coach and trainer at Accomplishment Coaching, which is accredited by the International Coach Federation and has a reputation for being one of the finest coach training programs in the world, you can find them at www.accomplishmentcoaching.com   

Jolynne is Certified in Conversational Intelligence™, which is based in Neuro-Science, a method that supports individuals and organizations by teaching and coaching on how to have difficult conversations, create trust and evoke innovation with amazing relationships and exponential growth.    

She has coached and trained many clients and organizations, including: the United Nations (UN) World Population Fund, Microsoft, Nike, Canadian government, Cayman Island Government , State government, Professional Golfers, Stay at Home Moms.  

She works with all different people, in different places in their life.  What they all have in common is they are ready to say Hell yes to what is next in their life even if they don’t think it is possible. 

Our Work Together

I met Jolynne back in 2007, as I embarked on my own coach training with Accomplishement Coaching. Having coached students with InsideTrack, I wanted to learn more about the larger field of coaching and take a certification program that would train me to work with clients in private practice while making my own dreams come true.

It was an intensive experience, involving monthly training weekends in the Columbia Tower in Seattle (I was living in Portland, Oregon, at the time), difficult conversations, unbelievable growth, and weekly coaching sessions. I got my first coaching clients and met incredible coaches who are colleagues to this day.

My life truly would not be the same without the Accomplishment Coaching program and Jolynne’s powerful and compassionate support. After my graduation, I continued to learn by serving as a support coach in the program and coaching clients while I transitioned to Honolulu and my MFA in Dance. Coaching is a constant part of my work as a dance educator and I also welcome personal coaching clients – reach out for a complimentary consultation if you’re curious!

Key Insights and Takeaways

I found our whole discussion packed with value and hope you do, too! You can find specific moments in our conversation again by using the Chapter Time Stamps in the YouTube video, and some of my highlights follow…

Jolynne loves working with creatives: though sometimes they take it as a burden, she helps them shake it off, get back to true center, and create the lifestyle they want.

Coaching is a very personal experience: no two clients are the same, you can’t apply a cookie-cutter approach, but the process requires a lot of foundational work about clients’ needs, desires, habits, highest commitment, essence, and purpose as well as structures of support. Jolynne uses a lot of internal work, her own intuition, and co-creates clients’ future visions.

“Each person’s music is different.” – Jolynne Anderson

Facing challenging times: We can pivot and face tough situations, such as global pandemic and business challenges, learning new skills to take our offerings online and serve our community. And it is also ok

Daily Rituals that set us up to win: Jolynne likes to go outside first thing in the morning, put her toes in the grass, and listen. Some folks like to get up and meditate or run. Your own inspiring ritual might look different, but what is important is to find what lights you up and connects your to your true self and purpose in the morning, evening, and all day long.

Free & joyful movement every day: as a young dancer, Jolynne discovered that music feeds her soul, and although she’s a recovering perfectionist with a competitive dance background, free dancing continues to be an important part of her daily ritual. She said her own coach tell when she hasn’t been dancing!

Dancing with Life: dancing with life is both a literal instruction and a metaphorical tool for Jolynne. We need to be able to change and adapt, and Jolynne loves helping people get their power back.

Consulting/advising vs. Coaching: consultants have expertise in a specific area and can provide advice and recommendations on that topic. Coaching is about finding the wisdom within, tapping into each person’s wisdom within and true potential. If you want transformation, it needs to come from you. Do, learn, grow, try it all! …And when you’re ready for exponential shifts and growth, get a good coach.

The importance of ownership: “If it’s not your own creation and your own exploration and expanding your thinking and possibility… you’re just going for the next thing, the next person to give advice, like external people have all the answers.” – Jolynne Anderson

Overcoming codependence with relationship coaching: Jolynne reinvented her marriage with the help of her coach and her willing husband. They had unwittingly created their parents’ marriages and what they thought they “should” do, learned how to communicate and support each other in creating what they really want. She continues to offer relationship coaching and studies compassionate communication.

Making powerful distinctions: distinguishing Facts vs. Interpretation, understanding your needs and triggers and those of your partner, family, and colleagues, learning to be the CEO of your self.

Stepping into our power: trusting intuition and inner knowing, listening to our wisdom. Expanding our ability to listen to ourselves can also improve our listening to and connection with others.

Jolynne’s own experience hiring a coach: mysterious illness, feeling like there was something more to life, considering divorce, the breakthrough of investing in herself. Fascinating in our experience how effective coaching can be for clients with Fibromyalgia and other mysterious health challenges (of course, alongside the support of a physician!).

Finding the Right Coach

Jolynne also shared some advice on finding a personal or executive coach that will help you transform your life:

 “We have the power to create what we want.” – Jolynne Anderson

Questions for Reflection

  • Have you ever hired a coach or have you thought about it?
  • What daily practices set you up to win at life?
  • What inner wisdom do you need to listen to right now?
  • What transformation do you want in 2022?

I would love to hear about your experience and questions!

Blythe Stephens, MFA
she/her or they/them
A Blythe Coach: ablythecoach.com
move through life with balance, grace, & power

DISCLAIMER: A Blythe Coach recommends that you consult your physician regarding the applicability of any recommendations and follow all safety instructions before beginning any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. If you engage in this exercise or exercise program, you agree that you do so at your own risk, are voluntarily participating in these activities, assume all risk of injury to yourself.

Creamy Cecchetti-Inspired Port de Bras – Exploring Arm Artistry in Ballet Technique

Practicing the fluid upper body movements of ballet and creating lines with the arms, head, and body to beautiful music is one of my favorite elements of classical dancing. The way the arm and upper body movements harmonize with those of the legs, the relationship to spatial geometry, and the range of expression available makes my heart sing. 

This article, Podcast 070, and video series is focused on descriptions of the Port de Bras / “carriage of the arms” / arm movement exercises of the Cecchetti Technique of Classical Ballet. I have an upcoming series on Port de Bras from the Russian Technique as well, plus lots more fun with arm movements, ballet steps and choreography to come.

Port de Bras and Me

BIG CAVEAT: I am not trying to teach this port de bras series as any kind of a Cecchetti [or any other codified technique] specialist, guru, or purist. I am a liberal teaching artist and interdisciplinary dance educator and the intention here is to explore a variety of approaches, techniques, and movements, read what noted professionals have to say on the topic, and then integrate these various perspectives into learning ballet and dance.

Although I did study Cecchetti ballet technique early in my training, it has been decades since that time and my subsequent education has been eclectic and varied, having had the pleasure of working with Russian, Hungarian, and American teachers from a variety of schools at NCSA, then in college and graduate school.

So I’ve gone back to “the Manual,” that is the classic book The Cecchetti Method of Classical Ballet: Theory and Technique by Cyril W. Beaumont and Stanislas Idzikowsky, to try to learn these port de bras and film these videos, with with markedly imperfect results.

I love how inconsistencies in my execution of this series has led to conversations with Cecchetti technique fans and specialists in other parts of the world (some of whom are scandalized that I have shared these inaccurate portrayals of their beloved technique), and I look forward to sharing further resources and lessons in the future.

Please accept my apologies if you are personally offended by my flawed performance, I hope that at least some can see the beauty in being wrong 🙂 This could lead to me learning of further and better resources in practicing these port de bras, and possibly even a follow-up video series, based on recommendations for whom this is a specialization…

Meanwhile, enjoy these exercises as a range of expressive balletic upper-body options. I am excited for the synthesis that will come from cross-referencing with other systems and schools of thought, ultimately gleaning universal movement principles, graceful arm movements, and a vocabulary of pathways and qualities to draw from in improvisation, choreography, and other applications.

A conductor friend of mine was even interested in ballet port de bras and how they convey different moods and expressive possibilities in relating to music, how freaking cool! For those who want to try out some graceful arm movements to ballet music from Hawai’i, come along, and keep in mind that all of these videos, as well as future Port de Bras and upper-body movements, are included in my Arm Artistry Playlist on YouTube.

Podcast Episode 070: Creamy Cecchetti-Inspired Port de Bras – Arm Artistry in Ballet

Intro to Italian Port de Bras

In The Cecchetti Method of Classical Ballet, Beaumont and Idzikowsky explain, “In your Exercises à la Barre you have learnt the five positions of the feet and those elementary movements of the legs, the varied and skillful combination of which provides the framework for every dance and ballet. Port de Bras deals with the positions and movements of the arms.” (p.61)

Although there are eight official port de bras exercises in Cecchetti technique, Beaumont and Idzikowsky stress that the possibilities are limitless: “Exercises in Port de Bras can, of course, be varied ad infinitum, and depend on the taste of the professor and the needs of the pupil.” (The Cecchetti Method of Classical Ballet p.62)

The Importance of Space

Beaumont and Idzikowsky begin their exploration of port de bras with a brief explanation of the use of space in ballet, since these spatial concepts are critical to learning such techniques:

“Since both arms are active, you will now stand in the centre of the practice room, or at a convenient distance from the walls, so that your movements may be free and unimpeded. Now, in order to fix the precise direction in which the head should turn, or the arms be moved, we must consider the walls of the practice room as having eight imaginary fixed points. These are the four corners of the room and the centre of each wall. For the purposes of explanation these are numbered respectively…” (The Cecchetti Method of Classical Ballet p.61)

According to The Cecchetti Method of Classical Ballet, we have Enrico Cecchetti himself to thank for the descriptive numbering system of the walls and corners of the room in classical ballet: “It is to Maestro Cecchetti that we owe the invention of this device for assigning to any room a series of fixed points. Just as the circle of a clock face is divided into twelve equal parts which serve to mark the hours, so these imaginary fixed points in the room enable the pupil to execute a dance with a very confident sense of direction. It also enables the pupil to complete a pirouette at the point from which it was begun. And when the pupil emerges from the studies of the practice-room to display his skill in public, the same system may be applied to the stage.” (p.61)

However, it is important to note that the numbering system differs from school-to-school (therefore there is no universal direction #1, #2, etc, instead a particular system that is consistent within each technique- gets very interesting when exploring more than one approach!), so it is important to orient yourself to the numbering strategy first before trying to learn choreography from written descriptions that refer to directions in this way.

In addition to different spatial numbering, there are also different names for the positions for the arms (“First” position of the arms in Cecchetti and Russian techniques, for example, is not the same shape), and we will explore this more when interpreting the Vaganova or Russian port de bras and others. Luckily, there is some agreement on what the general arm positions look like as well as the directions or orientations of the body used in classical ballet, for more on that you may wish to see my video on the Ballet Orientations of the Body: 

Ballet Orientations of the Body YouTube Video

Going through “The Door”

Although all possible arm positions and pathways may be seen in choreography at some point, some are more commonly used and therefore important to learn. A particularly critical arm shape due to its ubiquity, is what is called fifth position en avant in Cecchetti Technique. This position is used in every port de bras exercise.

Beaumont and Idzikowsky explain: “It should be noticed that in the raising of the arms from one position to another, the fifth position en avant is all important. It is familiarly termed ‘the door,’ because, just as a door is the proper mode of entrance into a room, or in passing from one room to another, so the fifth position en avant is generally the pose through which the arms must pass when raised from one position to another.” (The Cecchetti Method of Classical Ballet p.62)

First Port de Bras

This is the first exercise of eight in the sequence, and I suspect it will resemble the first port de bras in other ballet techniques as well, but time will tell!

Special Thanks to Megumi Kopp of West Hawai’i Dance Theatre, who graciously provided permission to use her Ballet Piano Music from Hawai’i in these videos. Megumi’s music is available on Spotify, Apple Music, and https://store.cdbaby.com/Artist/MegumiKopp

Ballet First Port de Bras YouTube Video

The Cecchetti Method of Classical Ballet describes the first port de bras exercise in the sequence in this way:

“Stand erect in the centre of the room and face 2, with the head inclined to 3, the feet in the fifth position, right foot front, and the arms in the fifth position en bas. The direction of the body is croisé.

  1. Raise the arms to the fifth position en avant so that they face 2.
    Incline the head to 3.
  2. & 3. Open the arms to the second position, so that the right arm points to 1 and the left arm points to 3.
    Gradually incline the head towards 1.
    4. Lower the arms to the first position, and pass them to the fifth position en bas. ” (p.62-3)

Second Port de Bras

This is the second Cecchetti port de bras that I explored and one of the series that I am less confident is pure in it’s execution of the Cecchetti pathways. However, I particularly enjoy using epaulement or elongated shoulder twists you see in the video here, and hope you enjoy it for the pure joy of movement and beautiful shapemaking:

Ballet Second Port de Bras YouTube Video

Port de Bras Story” 1st-4th Port de Bras

It’s lots of fun to do to tell a little “story” with the arms while travelling through different pathways like we do in this choreography that explores the first-fourth port de bras:

Port de Bras Story – 1st-4th ballet arm exercises and imagery YouTube Video

Fifth Port de Bras

I realize that this is not an accurate rendition of the Cecchetti 5th port de bras, but was my best stab at it at the time and will be a jumping-off place for further exploration. If you know of any good online resources for learning the “true” Cecchetti port de bras series (especially 5-8, but for all of the upper body exercises), I will be sure to include them in future content on the topic.

If you’re just starting out with ballet port de bras, it is typical to practice the first through fourth (often practiced 4x each on the right and then the left) until reaching a quite advanced stage.

Fifth Ballet Port de Bras YouTube Video

Sixth Port de Bras

Again, this exercise is not technically correct in terms of adhering to a strictly Cecchetti execution of the port de bras, but my I think my best guess still yielded a very pretty choreography.

Sixth Ballet Port de Bras YouTube Video

Seventh Port de Bras

By now you realize that this is not going to be purely accurate, but again, if you want to try some different arm movement sequences, here’s another nice option.

Seventh Ballet Port de Bras YouTube Video

Eighth Port de Bras

In my research, I am noticing a build from in-place arm movements to those which transfer the weight and travel through space, and this resembles what is sometimes called “Grand Port de Bras” in a big sweeping circle. So fun to do!

Eighth Ballet Port de Bras YouTube Video

Questions for Reflection

  • Have you ever experimented with learning choreography from written instructions or a manual?
  • Are you familiar with ballet arm movements such as the Cecchetti Port de Bras series or another one, such as Russian or RAD? Or do you practice codified arm/upper body movements from another dance style or movement technique?
  • How does it feel to move your arms in this way? 
  • What sorts of moods or emotions can you conjure or have you observed  in dancing arm movements?

Please tell me about your experience and challenges with port de bras and arm movements on the A Blythe Coach Facebook Page or by email, I am delighted to continue to explore expressive use of the arms and upper body in dance.

May you enjoy this article and these videos in the spirit in which they were created, that of inquiry, exploration, and the wonder of movement!

Blythe Stephens, MFA
she/her or they/them
A Blythe Coach: ablythecoach.com
move through life with balance, grace, & power

DISCLAIMER: A Blythe Coach recommends that you consult your physician regarding the applicability of any recommendations and follow all safety instructions before beginning any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. If you engage in this exercise or exercise program, you agree that you do so at your own risk, are voluntarily participating in these activities, assume all risk of injury to yourself.

Gretel & Hansel Fairytale for Creative Dance – Music, Storytelling, Improv & Choreography

In October around Halloween time, I like to teach the classic story of “Hansel and Gretel,” or as I like to think of it, “Gretel and Hansel,” since alphabetically it follows, and Gretel is arguably the real hero of the tale.

Including a range of expression and emotional content, beautiful music, natural and supernatural characters, it is rich with possibilities for dance improvisation, choreography, and education. 

This story fits in well with witch dances and other spooky themes like ghosts, bats, cats, etc. and can be related to dreaming and courage in “Cinderella” (for which I also have a podcast, video, and blog), the Land of Sweets and Clara/Marie’s bravery in “The Nutcracker” (coming soon!) and tie in music appreciation from the opera and other sources.

Me as a child onstage at the Aloha Theatre in Kainaliu, HI playing Hansel (far right)

I had the pleasure as a young musical theatre performer to perform as Hansel at the Aloha Theatre in Kailua-Kona, HI. We didn’t have many boys in the musical theatre program at that time, so I had the opportunity to play diverse roles, also including Amahl in “Amahl and the Night Visitors” and a number of other roles before focusing in on ballet as a teen. This then led me back to the opera in my senior year at NCSA, dancing in the Piedmont Opera’s production of “The Merry Widow,” directed by Dorothy Danner. 

As far as I know, there is no “purely” ballet version of “Hansel and Gretel,” but if you know of one, please say so, I would love to see such a production, though the opera is also wonderful!

Gretel and Hansel Fairytale for Creative Dance YouTube Video

Hansel & Gretel in Dance Education

Betty Rowen’s book Dance and Grow includes a variety of themes to inspire creative improvisation and storytelling, including the “Cinderella” theme I shared this fall as well as “Hansel and Gretel” and others. 

Rowen points out that, “This story is particularly appropriate for developing awareness of mood and quality of movement. It includes happy play, feelings of being lost, surprise, excitement, and fear–all of which can be expressed in movement.”

“Hansel and Gretel” appears as Theme 3 from Dance and Grow, where Rowen suggests these scenes be accompanied by selections from Humperdinck’s famous opera:

Step 1: Children take partners, becoming Hansel or Gretel. All of them pantomime making brooms, but tiring of work so they stop to play and dance:

       Brother, come and dance with me,
              Both my hands I offer thee,
Right foot first, left foot then,
Round about and back again.

Action should follow words of the song, turning in a circle on the last line.

Step 2: Children are taken to the woods, where they become lost. Movement improvisation is done to feelings of being lost in the woods, and eventually becoming tired and lying down to sleep (music for “When at night I go to sleep/Fourteen angels watch will keep” can be used).

Step 3: Children awaken and see the candy house. They approach it cautiously.

Step 4: All the children may then move like witches coming out of the candy house, enticing Hansel and Gretel to come in.” (Dance and Grow)

A Blythe Coach Podcast Episode 069: Gretel & Hansel Fairytale for Creative Dance

Music for Improvisations & Choreography

For the “Brother, Come and Dance with Me” song and dance from Step/Scene 1, I found an online resource from Mama Lisa’s World, “A place for poems, songs, rhymes, and traditions from around the world for both kids and grown-ups to enjoy!” On the Come and Dance with Me Song with Recording page, Lisa says:

“Here’s a song called ‘Brother Come and Dance with Me’ from a Librivox rendition of Hansel and Gretel.  You can replace “brother” with “children” (or a child’s name).  This little song and dance can help children learn coordination and how to distinguish left from right.” Distinguishing left and right, directional and body part movements, kids love to swing their partner around or spin on their own.

In Step 2, where the children get lost searching for strawberries or night comes while they are waiting by the fire, music can be used from the Humperdinck opera or tracks that evoke fear and trepidation (let me know if you have favorites for capturing this mood!).

Then as they grow sleepy and curl up in the forest to rest, a version of “When at Night I Go to Sleep” or a lullabye suits the mood. Children like to act out falling asleep and waking, so this is a fun scene for a range of ages.

I also like to include the Sandman and Dew Man characters who help the children sleep and wake as choreographic ideas with older children.

For Step 3, Gretel and Hansel awaken and discover the Witch’s scrumptious house and finally have a good meal. It can be effective to accompany their encounter with the Witch, Rowen’s Step 4, using the opera music or contemporary witchy/Halloween music including tracks from Craig Wingrove such as this one.

In my version of the danced story of Gretel and Hansel, I like to include a concluding Step 5: an end-of-story celebration of being united again with their father or family and/or of the freeing of the trapped-under-a-spell gingerbread children, for which the opera music or Jack Grunsky’s “You’re Never Alone” song is appropriate. 

Grunsky’s theme is especially nice for use with young children, emphasizing Gretel & Hansel’s teamwork and companionship, and all those protecting them (also applies to the angels keeping watch, sibling support, even the birds in the forest!). Although they face a very scary situation, they are never alone and are bound to prevail!

My ABC “Gretel & Hansel” for Creative Dance Playlist is available on Spotify

Grimm’s Fairytales in German & English

Although in my work me mostly learn to tell stories through dance and movement, children love to learn and repeat famous phrases from fairytales, and the exchange between the Witch and Hansel & Gretel when they begin to feast on her house is a particularly beloved one.

I discovered that the storybook that my grandparents gave me as a child is a faithful English translation of the German original through my recent reading of the original in Mein Buch der Schoensten Maerchen, where the Witch speaks her classic lines upon discovering Gretel and Hansel chowing down on her hause:

“Knusper, knusper, knäuschen,
Wer knuspert an meinem Häuschen?” To which the children reply,
“Der Wind, der Wind, Das himmlische Kind.” (p.70)

The English translation from Hansel and Gretel by The Brothers Grimm/Lisbeth Zwerger goes:

“Nibble, nibble, munch munch.
Who is gnawing on my house?” …
“The wind, the wind,
The heavenly wind.”

In my telling of the story I usually omit the white duck which ferries Gretel and Hansel across a river to go home, but it is another example of supernatural/natural support for the pair (Weisse Ente Mein Buch der Schoensten Maerchen p.74) on their epic adventure.

Themes Hansel & Gretel shares with other Fairytales

It provides cohesion and promotes retention to connect each tale we tell to others the students are familiar with and which will be covered in the course.

Step 1, where Gretel and Hansel are toiling making brooms and then dance together follows the theme of working, then taking a break to dance and dream shared by the early scene in “Cinderella” where she is cleaning and imagines what it would be like to go to the ball and dance with the prince.

Fairytales of course include magical themes, especially good spells and bad curses like those bequeathed by the fairies in “Sleeping Beauty,” the Fairy Godmother’s good (but limited) spell in “Cinderella,” Witches’ curses in “Hansel and Gretel,” “Swan Lake,” and so forth.

Birds and Supernatural Creatures are also common ideas in “Cinderella” and “Hansel and Gretel.” “Hansel and Gretel” and “The Nutcracker” also share houses or entire lands made up of sweet treats and all three have courageous female protagonists. 

Imagery for Hansel & Gretel

I like using a variety of images, both linguistic and in the form of pictures, when teaching the “Gretel and Hansel” story, as they help provide different possibilities for visualization and dramatization. For this, I use a couple different books with evocative illustrations, in English and German, as well as a coloring page that I found for free online.

Students appreciate having a memento of telling the tale in their dance class, whether we draw or color a scene at the end of the session or I send it home with them. They may then retell the story to their family members in pictures, words, and movement.

Questions for Reflection

  • What is your favorite spooky Halloween tale?
  • Have you told the story of Hansel & Gretel? If so, what is your take on it?
  • What early storytelling, music, and movement experiences impacted you?
  • How will you celebrate Halloween and Autumn this year?

Come visit me at the A Blythe Coach Facebook Page to respond, I truly love hearing from you. Have a spooky and sweet Halloween and Autumn season!

Blythe Stephens, MFA
she/her or they/them
A Blythe Coach: ablythecoach.com
move through life with balance, grace, & power

Brilliant Batterie – Fluttering Footwork in Balletic Leg Beats

I’m bringing you a ballet concept today that is so fun to watch and also to do, batterie or beats of the legs which appear in sparkling variations and jumping or allegro steps.

For more on the various ways dancers move from place to place, you may be interested in the Do the Locomotion / Walk Like a Dancer blog, and for more on the basic types of jumps that exist in ballet and other dance forms (with or without beats), check out my Arts of Allegro blog.

The jumps are taught sequentially, building on our foundation of ballet jumping technique, which will begin with simple standing barre exercises and centre work, as well as specific foot, ankle, leg, and core training. More resources for preparing for and improving jumping are linked at the end of this article. 

As we advance our technique and performance practice, batterie becomes an exciting addition to our allegro options. It captures the exuberance, joy, and power of certain characters and situations and can be exhilarating as a dancer and audience member.

The companion podcast describing Ballet Batterie is Episode 068

Introduction to Batterie

In the classic text of Russian technique Basic Principles of Classical Ballet, pedagogue Agrippina Vaganova defines beating technique like so:

“Beats, the general French for which is batterie, are steps in which one leg is beaten against the other. Beats bring into ballet the element of brilliance, virtuosity, and therefore the execution of them does not allow any carelessness, approximation or simplification, or they would lose their raison d’être. In the practice of beats one must adhere to the following rules necessary for a sharp and brilliant beat. During the beat both legs must be equally well extended, one should never beat with one leg while the other is in a passive state. Before each beat one must not forget to open the legs slightly, so as to get a sharp and clear-cut beat. In this manner, when a beat is done from the 5th position at the beginning of the jump, the legs must be slightly opened to the sides. If you don’t follow this rule, you’ll get a fuzzy smear which will look more like an obstruction to the dance than a virtuoso pas.” (p. 102)

Eliza Gaynor Minden echoes this sentiment in her description of royale: “Known as changement battu in the English system, royale is most often a changement with a beat at the beginning. Getting it right, so it doesn’t look like a sticky changement, is actually more difficult than entrechat quatre because it requires opening the legs to a small but clear second position en l’air before beating.” (_The Ballet Companion_ p.166-7)

Vaganova goes on to opine that as such jumping techniques are taught they should not be watered down: “Beats should not be simplified but, on the contrary, practised in their most complex form. For instance, small beats like royal, entrechat-trois, -quatre, -cinq, should be done close to the floor; this will force you to cross the legs very quickly with a short, sharp movement. This is much more difficult, but there is more compactness, energy, and brilliance in such beat. If these small beats are done during a big jump, high in the air, you have enough time to do the beats, but the performance loses brilliance.” (_Basic Principles of Classical Ballet_ p.102)

“There are three classifications of beats: pas battus, entrechats, and brisés,” argues Vaganova, so let’s look at how these jumps are taught in Russian and Cecchetti techniques as well as in America. (_Basic Principles of Classical Ballet_ p.102)

Make your beats brilliant with my YouTube Tutorial on Ballet Batterie

Pas Battus

Eliza Gaynor Minden describes battu in The Ballet Companion: “To perform a step ‘battu’ you ‘beat’ your thighs: crisscross your legs in the air so they switch places. Certain steps don’t switch feet: you separate your legs just enough to smartly close and open them again, producing the effect of clapping your legs as you might clap your hands. It’s really the thighs, not the ankles, that beat.” (p.166, emphasis mine)

It’s amazing how versatile batterie can be, in fact according to Gaynor Minden, “Almost any jump can be performed battu; additionally some steps–such as brisés, cabrioles, and entrechats–are beats by definition.” (_The Ballet Companion_ p.166)

“Any step embellished with a beat is called pas battu,” clarifies Vaganova, “When the pupils begin to do the more difficult pas allegro, these pas can be done with a beat; for example, saut de basque, which is very difficult, jeté en tournant with a beat, which is usually done by men, etc.” (_Basic Principles of Classical Ballet_ p.102)

There is a method to approaching batterie, and Vaganova suggests that “It is easier to begin the study of beats with échappé, and then work on assemblé and jeté.” (_Basic Principles of Classical Ballet_ p.103) Indeed, this is the order that I share jumps which beat the legs: having established basic strength and coordination through barre and centrework, we learn basic jumping technique landing on two feet and then one foot, then progress to royale, échappé battu, then assemblé and jeté battu and further entrechats.

Blythe springing into the air, performing brilliant ballet batterie or leg beats.

Varieties of Entrechats

Batterie have various origin stories, some unverifyable. According to Gaynor Minden, “Entrechats begin with the relatively simple royale. Louis XIV is said to have invented this step in his attempts to master entrechat quatre. But this is disputed, and some maintain that Louis’s royale was actually an entrechat cinq.” (_The Ballet Companion_ p.166-7)

Gaynor Minden explains the numbering system of entrechats: “As the numbers grow bigger the steps become harder. In entrechat quatre, or entrechat four, the legs cross twice in the air so you land in the same position you started from. Each crossing of the legs raises the number by two; an entrechat six crosses the legs three times in midair. The front leg goes to the back, then returns front, then ends in back. The terminology is not so mysterious if you think of it this way: each opening of the legs counts as one, and each closing of the legs counts as one.” (_The Ballet Companion_ p.167)

There are endless variations of batterie and entrechats. For examples, Gaynor Minden describes: “Entrechats can travel (an entrechat de volée, ‘flying’), or land on one foot with the other in sur le cou-de-pied. In most schools even-numbered entrechats land on two legs, odd on one: an entrechat trois is a royale that ends with one leg sur le cou-de-pied front or back, an entrechat cinq is an entrechat quatre landing the same way.” (_The Ballet Companion_ p.166)

Entrechat Quatre

The Cecchetti Method of Classical Ballet provides a detailed description of Entrechat Quatre, an extremely common ballet beat:

“Stand erect in the center of the room and face 5, with the head upright, the feet in fifth position, right foot front, and the arms in fifth position en bas.
I. Demi-pliez and, with a little spring slightly upwards into the air off both feet.
While the body is in the air–
Simultaneously interchange the feet–allowing the knees to bend–and beat the feet one and against the other.
At the moment of alighting–
Simultaneously interchange the feet and come to the ground–allowing the knees to bend–with the feet in the fifth position, right foot front.” (p.213)

Further clarity comes from several footnotes. In Entrechat Quatre footnote 2 the activity of both legs is stipulated, “That is: as the left foot passes in front of the right foot, the right foot passes behind the left foot.” (_The Cecchetti Method of Classical Ballet_ p.213)

In Entrechat Quatre footnote 3 more attention is given to where the legs beat: “In the execution of entrechats, each foot must beat one against the other from the base of the calf downwards. If the heels are forced well outwards and the insteps are well stretched the movement is not difficult to acquire.” (_The Cecchetti Method of Classical Ballet_ p.213) Although this manual specifies that the calf and below beat, I teach along the lines of Gaynor Minden, where we visualize the thighs, even the thigh bones, crossing to get a strong and full beat of the whole leg.

Cabriole & Brisé

Vaganova teaches that “There are two kinds of brisé: (1) those that end in 5th position, and (2) those that end on one foot dessus or dessous.” (_Basic Principles of Classical Ballet_ p.106)

Gaynor Minden describes the shape and action of these movements: “Cabriole and brisé beat the legs at an angle to the body. Cabrioles can be done to the front, side, or back, with the angle of the legs ranging from very slight to above 90 degrees. Brisé is a traveling variant of assemble battu. The effect of brisés is amplified when they are performed one after the other in quick succession. done alternately from front to back, the step becomes the spectacular brisé volé.” (_The Ballet Companion_ p.166)

Preparing for Jumps & Batterie

Can’t wait to get started, but not sure where to begin your batterie training? I recommend starting with Conditioning and Cross Training, such as Foot and leg strengthening, & core work, then a Dance Warmup and Ballet Barre training with an assortment of Battements (brushes, kicks), including:

Then, as you grow stronger and more stable, you can incorporate jumps such as Saucy Prances & Sautés, Piquant Springing Prances, Frothy Frappé & Jeté, & Gorgeous Glissade + Assemblé Jumps, then integrate the batterie described in this article.

Questions for Reflection
  • Have you tried petit battement, changement royale or other leg beats in ballet? 
  • What do you enjoy or find challenging about jumps or beats in dance?
  • Do you enjoy seeing this sort of virtuosity in performance (in certain roles), or are there other movements that you find more impressive or enjoyable?

Blythe Stephens, MFA
she/her or they/them
A Blythe Coach: ablythecoach.com
move through life with balance, grace, & power

DISCLAIMER: A Blythe Coach recommends that you consult your physician regarding the applicability of any recommendations and follow all safety instructions before beginning any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. If you engage in this exercise or exercise program, you agree that you do so at your own risk, are voluntarily participating in these activities, assume all risk of injury to yourself.

References

_The Cecchetti Method of Classical Ballet: Theory and Technique_ by Cyril W. Beaumont and Stanislas Idzikowski
_The Ballet Companion: A Dancer’s Guide to the Technique, Traditions, and Joys of Ballet_ by Eliza Gaynor Minden
_Basic Principles of Classical Ballet: Russian Ballet Technique_ by Agrippina Vaganova

Learning from Mistakes & Failure

“Do not fear mistakes–there are none.” – Miles Davis (quoted in The Artist’s Way p.343)

“Success is not final. Failure is not fatal: it is the courage to continue that counts. Success is stumbling from failure to failure with no loss of enthusiasm.” – Winston Churchill

“Finish every day and be done with it. You have done what you could; some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day; you shall begin it well and serenely, and with too high a spirit to be cumbered with your old nonsense.” –Ralph Waldo Emerson (quoted in Austin Kleon’s Keep Going)

Me “failing” by falling out of an arm-balancing yoga pose onto the rocks by the Rhine [Photo Credit: Marina Weigl]

Let’s talk about failure, yay! Myself, I have faced many situations that could be treated as failures in my life: jobs I wanted and didn’t get, unsuccessful business endeavors, and two divorces! There have definitely been discouraging times and big obstacles, mistakes and accidents. Just the other week I fell in ballet class (thankfully this time, it didn’t hurt at all)! 

Of course, I’ve had lots of successes, brilliant triumphs, and have experienced tons of love and support and abundance in my life, too, but that’s not what we’re talking about today.

No, here I want to get into how to deal with making mistakes, facing failure, embarrassment, and discouragement, then finding the courage to keep on with our dancing, learning and growing, creative practice, professional dreams, and quest for a happy, fulfilled life!

What follows in this blog post and in Episode 67 of the Podcast can’t possibly be exhaustive, but comprises some of the best resources I know to help with frustration at our all-too-human mistakes and imperfections:

Podcast 067: Learning from Mistakes & Failure in Dance, Creativity, & Life

Mistakes and dancing

Learning to dance and performing live are both absolutely loaded with opportunities for mistakes, failures, and rejection. We can’t learn to dance without first being bad at dancing and working hard to learn how to control our bodies and develop technique through tons of practice, study, and training.

As ballet dancers, we are striving for an impossible “perfect” ideal technique and artistry, so there are always opportunities for further failures and learning.

We are going to fall, forget, yes even fail! But from the very first lesson, it’s important to learn to jump back up, brush ourselves off, assess for damage, try to identify what went wrong, then start again!

I’ve read a couple articles from Pointe Magazine lately on the topic, one from Pro Dancers on recovering from onstage fails which normalizes our performing catastrophies saying, “As live theater returns, we’re reminded again that anything can happen onstage. Be it falling, puking or losing your costume mid-performance, mishaps are a reality of the industry. It’s what you do with the disaster that matters.” Another article deals with How to Let Go of Past Mistakes and Focus on the Future with great tips for dancers of all ages.

Learning to Fail, importance of mistakes to learning

Failure isn’t just built into learning dancing of course, it also applies to all learning! In fact, the research-based book on learning, Make it Stick, blew my mind a bit during my teacher credential program, especially finding out that the difficulty of recalling new information correctly correlates to the depth of the learning.

That means the more I struggle to remember German words, as long as I try hard, keep practicing, and get corrections when I can, the more permanent and retrievable that information will be in the future. Roedinger, McDaniel, and Brown are clear: “The harder it is for you to recall new learning from memory, the greater the benefit of doing so. Making errors will not set you back, so long as you check your answers and correct your mistakes.” (Make It Stick p.202)

This reminds me of a song that continues to echo through my mind, “At Home in the Dark” which includes the quote, “An error doesn’t become a mistake until you refuse to correct it.” I’ve seen this quote attributed to both Orlando A. Battista and JFK (wonder whose mistake was it to credit one in error? Ha.) The point is that the real “wrong” is continuing to be willfully ignorant closed to the truth, growth, and improvement.

So we need to embrace the difficulty we experience in learning, because “People who are taught that learning is a struggle that involves making errors will go on to exhibit greater propensity to tackle tough challenges and will tend to see mistakes not as failures but as lessons and turning points along the path to mastery.” (Make It Stick p.91)

I have had the opportunity to see this in action in various areas of learning in my life, but language learning has been a biggie for about the last three years especially. Tell you what, learning the German language as an adult has been every bit as maddening and hilarious and excruciating and rewarding and embarrassing as promised.

Make It Stick stresses that we hold the power to expand our intellect: “The elements that shape your intellectual abilities lie to a surprising extent within your own control. Understanding that this is so enables you to see failure as a badge of effort and a source of useful information–the need to dig deeper or try a different strategy. The need to understand that when learning is hard, you’re doing important work. To understand that striving and setbacks, as in any action video game or new BMX bike stunt, are essential if you are to surpass your current level of performance toward true expertise. Making mistakes and correcting them builds the bridges to advanced learning.” (p.7)

Mistakes, failure, and creativity

Mistakes are critical for learning, and they are also essential to any creative pursuit. Julia Cameron asserts: “All creative success requires creative failure.” (The Artist’s Way p.384) In the book Succulent Wild Woman, Sark explains how our resistance to this failure can inhibit creativity, and how to move forward:

“Creativity is filled with making ‘mistakes.’ Women are often preoccupied with perfection and miss out on the mistake-making process. We start with a vision in our imagination–then we try to translate it into paint, clay, crayon, pastel, dance or song. The paint leaps off the brush and a big dot appears on the paper. Is it a mistake? Or a messenger of color, sent to invite us to explore?” (p.137) Don’t miss out on this joyful process!

Sark relates her own person experience with this struggle against judgement: “So often, I scribble or color and then judge the result too quickly. I decide it is inferior, or a mistake, or not worthy in some way. Yet the process is a glory if I can detach from the result.”  (Succulent Wild Woman p.137)

While doing the Artist’s Way in 2020, I came across a refreshing approach to supposed creative failures, as Julia Cameron reassures artists: “Because the Artist’s Way focuses on process rather than product, you will learn to value your ‘mistakes’ as part of your learning.” (The Artist’s Way p.367)

Sark relates experiencing negative judgment when creating art and writing books, but has come up with a clever visualization to help: “Sometimes while writing a book, I imagine an audience of critics looking scornfully at what I am writing. I call in my creative and spiritual mentors to ‘scatter the crowd’ and restore some balance.” (Succulent Wild Woman p.137)

Unwaveringly emphatic about the need for mistake-making, Sark cheers: “We need to make more mistakes! As women, and people, and especially creatively. Start more projects! Start more than you can ever finish. Fill yourself overly full so that your imagination spills out. Watch children. So much of what they do is a ‘mistake’ by our narrow adult standards. Women can step boldly forward as working creative people–not just hobbyists, dabblers, and only dreamers.” (Succulent Wild Woman p.137)

Fear of mistakes and failure

It breaks my heart when students of mine come to class already saying that they “can’t.” Of course they can’t yet, they haven’t studied or practiced or anything! It takes a TON of failure to be a ballet dancer and it starts on day one and continues for the rest of your life!

Make It Stick drives home how debilitating this fear can be: “A fear of failure can poison learning by creating aversions to the kinds of experimentation and risk taking that characterize striving, or by diminishing performance under pressure, as in a test setting. In the latter instance, students who have a high fear of making errors when taking tests may actually do worse on the test because of their anxiety.” (p.91)

This is tragic because many highly-intelligent individuals who study hard may perform poorly in examinations due to this paralyzing fear of making mistakes or getting answers wrong. In the book There is Nothing Wrong With You, Buddhist teacher Cheri Huber concurs: “If you are afraid of making a mistake, you’ve already made it. You’re already in as bad a place as you can be. Everything after that is getting out.” (p.162)

One of the historical personalities I found cited again and again for his persistence in the face of apparent failure is Thomas Edison, and Make It Stick points out that the inventor actually “called failure the source of inspiration, and is said to have remarked, ‘I’ve not failed. I’ve just found 10,000 ways that don’t work.’ He argued that perseverance in the face of failure is the key to success.” (p.93)

Letting go of judgement

How can we deal on a practical level when a fear of mistakes and failure stops us or others we love from pursuing what they dream of?

We must find a way to let go of negative judgements of our attempts. As Judith Lasater distinguishes in the book Living Your Yoga, “To view yourself as bad or a failure because you did not accomplish what you set out to do is judgement. To state clearly and simply that you did not accomplish your plan is taking responsibility.” (Living Your Yoga p.24)

This has been a big part of my work as a life coach, helping clients differentiate between disempowering judgements and inspiring/empowering interpretations of the facts of their situation. It’s funny when I bump up against the notion that coaches (or teachers, for that matter) have it all figured out or somehow don’t face failure. Quite the contrary, they are experts at navigating mistakes, challenges, failures due to their intimate experiences with all of these!

If we get stuck in the quagmire of failure and self-loathing, we can miss the opportunity to be responsible for our actions, learn from our experiences, strategize, and stay in action toward what we want to create with our lives. This skill in re-framing failure also gets stronger with practice.

Facing mistakes with compassion

A classic reminder of the importance of determining where we can learn and improve and what we can let go of, The Serenity Prayer states,
“Grant me the serenity to accept the things I cannot change,
The courage to change the things I can,
And the wisdom to know the difference.”
Dealing with mistakes and failures requires acceptance, courage, and wise discernment, not harsh judgment, beating ourselves up, or despair.

My research on resources for cultivating compassion to help us move past our failures included some mindful advice from the Harvard Business Review in the article Recover from Failure with Self-Compassion: “What does it take to rescue yourself and begin to address the situation effectively? You need to treat yourself with the same kindness and support that you’d provide for a friend.”

Cultivating the Courage to Create

In The Artist’s Way Julia Cameron explains how we can cultivate the courage to create: “Let our gardening hands be gentle ones. Let us not root up one another’s ideas before they have time to bloom. Let us bear with the process of growth, dormancy, cyclicality, fruition, and reseeding. Let us never be hasty to judge, reckless in our urgency to force unnatural growth. Let there be, always, a place for the artist toddler to try, to falter, to fail, to try again. Let us remember that in nature’s world every loss has meaning. The same is true for us. Turned to good use, a creative failure may be compost that nourishes next season’s creative success. Remember, we are in this for the long haul, the ripening and harvest, not the quick fix.” (p.378)

Cheri Huber underscores the value of mindfulness to our learning in There is Nothing Wrong With You: “Whatever it is I’m doing, if I pay attention to it, I’m going to benefit. I’m going to learn something.” (p.160)

Responding to a student who struggled to accept their failures, Huber advises, “Look at your son, Evan, learning to walk. At what point should he have considered himself a failure and given up? All of the times he pitched over on his head or fell back on his bottom? Those were not successful from the definition of walking, yet  they were not unsuccessful, either. They were just part of the process of learning to walk.” (There is Nothing Wrong With You p.160)

Huber explains that mindfulness and acceptance are key: “If you were to see clearly all your conditioned beliefs about getting what you want, control, wrong, blame, should, and trying, you would have a level of clarity that would make your life simple and enjoyable in a way that you cannot now even imagine. You would have a level of freedom available to you that you would never find if everything went the way you want it to for the rest of your life.” (There is Nothing Wrong With You p.161)

It’s funny to imagine that our outcomes can turn out even better when things don’t go as we hoped and planned for than if they did, but looking at my life, I can see evidence of this as well. Sure, we want what we want and should go for it, but need to face our results with equanimity.

Yoga to Practice Compassion 

Judith Lasater suggests the following Compassion Practice to help us develop understanding and acceptance of our selves and others. If you are struggling to find compassion for others, Lasater recommends: “To increase your ability to extend compassion to others, begin by allowing compassion for yourself to grow.”(Living Your Yoga p.54)

The first step of the Compassion Practice is to start in a comfortable position such as savasana, spend a few minutes to close your eyes, relax, and breathe. Then Lasater directs:

“When you are ready, recall a past experience in which you wish that you had acted differently or in which your actions were not freely chosen. As you recall your experience, first pay attention to your bodily sensations. What do you notice? Perhaps you feel a tightness in your throat, or a heaviness in your belly, or a restriction in your breathing. Whatever you feel, be present, with kindness.

Next, imagining that your experience is on a video-cassette, rewind and rerun it from the beginning. This time, see yourself through the perspective of time and compassion. Acknowledge that the choices you made were the best that you could do at that time. Allow your actions to be understood from your new perspective.

Then slowly begin to bring your concentration back to the here and now. Breathe quietly for a few minutes. Slowly roll over onto your side, open your eyes, and use your arms to help you get up.” (Living Your Yoga p.54-5)

Importance of Support

It is very difficult to face these challenges and failures on our own. Whether that support takes the form of friends, family members, creative community, or trusted professionals, go get it! Julia Cameron has seen many examples: “I have had ample opportunity to experience firsthand what it means to lack creative support and what it means to find it. Often, it is the difference between success and failure, between hope and despair.” (The Artist’s Way p.379)

Daily Artistic Practice

Austin Kleon describes how artists and people can succeed through designing supportive artistic practices in his book Keep Going:

“Even after you have achieved greatness,” writes musician Ian Svenonius, “the infinitesimal cadre who even noticed will ask, ‘What next?’” In response, Kleon shares: “The truly prolific artists I know always have that question answered, because they have figured out a daily practice—a repeatable way of working that insulates them from success, failure, and the chaos of the outside world. They have all identified what they want to spend their time on, and they work at it every day, no matter what.” (Location: 59-62)  

Structures to overcome fear of failure and mistakes:

Looking for more from me on related topics? Listen to Podcasts 009: Resilience and 008: Persistence or the following blogs:

Questions for Reflection

What mistakes do you regret? What is there to learn from them?
How have you failed lately?
What failure do you fear?
What resources and structures do you need to call upon to face your fear?
What do you want to create?

I hope you’ve gotten value from this exploration of overcoming mistakes and failures to keep going with dancing, learning, and creative practices! Let me know how you fuel your creativity and what practices keep your dancing and artistry alive!

Blythe C. Stephens, MFA
she/her or they/them
A Blythe Coach: Dance Education & Coaching 
move through life with balance, grace, & power

Falling for Momentum, Swinging for the Stars

“How do you like to go up in a swing,
Up in the air so blue?
Oh I do think it the pleasantest thing
Ever a child can do!

Up in the air and over the wall,
Till I can see so wide,
Rivers and trees and cattle and all
Over the countryside–

Till I look down on the garden green,
Down on the roof so brown–
Up in the air I go flying again, 
Up in the air and down!” – Robert Louis Stevenson

“There are swings that are released down into gravity and swings that are released outward into centripetal and centrifugal trajectories. Gravity is a natural force, as is one of its outcomes: momentum. Gravity is in constant operation. The dancer must practice restraint rather than effort when he deals with this principle. In swings he sends the effort downward by releasing it. Gravity creates the downward pull. The resulting energy is the momentum derived from the release. One releases into gravity and one rides the momentum.” (The Nikolais/Louis Dance Technique p.144)

Imagery, Physical Forces, and Dance Movement Techniques of SWINGING, that’s what I’m writing about today and discussing on Episode 66 of the podcast:

Podcast Episode 066: Falling for Gravity, Gaining Momentum, Swinging to the Stars

Safety Warning

As Alwin Nikolais and Murray Louis caution in their book The Nikolais/Louis Dance Technique, “These can be powerful forces, and if one is inept or careless in complying with the natural laws of these centrifugal and centripetal powers, injuries can result. In executing centrifugal and centripetal movements, one must take care to realize the location of the pivot point. The careful study of where the legs begin in the hip sockets and where the arms begin in the shoulder joints is basic and essential.” (p.149 emphasis mine)

As always, before attempting any new movement technique or practice, consult with your physician or healthcare professional. Then, listen to your body’s signals, go slowly and mindfully.

Poetic Imagery for Swinging

In the book Dance and Grow, Betty Rowen describes imagery that can help inspire swinging movements: “There are many dramatic images that come to mind involving swinging. Some of them are elephants’ trunks, bears, the man on the flying trapeze, pendulums, and swings. Of course, the obvious image is of a swing on the playground.
Various parts of the body can swing, as the teacher suggests, Make your arms swing…make your whole body swing. And finally, Swing any way you want to–make up your own kind of swing. Some lovely movements may result from these improvisations. The teacher may select one or two swinging patterns demonstrated and the class may try different ones.” (p.18)

Poetry and imagery resonate for students young and old to accompany improvisation and dance technique exercises. Educators, families and caregivers of children can learn many different creative dance activities in the book Dance and Grow by Betty Rowen. This is where I first learned how to use Robert Louis Stevenson’s “The Swing” poem to inspire movement.

Rowen explains how to integrate movement explorations to the poem into dance class: “The rhythm of the poem follows exactly the swinging rhythm of the movements. A simple structure can be given to group improvisations by setting different types of swings to different parts of the poem.” (Dance and Grow p.18-9)

Swinging in Dance Technique

Swinging movements and imagery are important to dance technique, performance, and improvisation. Dance educators Betty Rowen and Mary Joyce write about using swinging movements in children’s dance classes, and choreographers Alwin Nikolais and Murray Louis apply the concepts to working with adults.

Rowen explains the importance of swinging to mastering dance movements and suggests music to help produce different movement qualities: “Coordinating body parts in a swinging movement calls forth a sense of balance when the weight shifts, as in a side-to-side swing. Swinging movements can change in quality, creating dances that are soft and lyrical (perhaps to Chopin waltzes) or vigorous and percussive (as in fighting movements). It would be hard to find a piece of choreography that does not use swinging movements in some parts of the composition.” (Dance and Grow p.19)

Joyce describes several foundational swinging exercises in the book Dance Technique for Children, including Parallel Swings (p.82), Side Swings and Slides (p.85), used in Perception of Rhythm (p.101), Leg Swings (p.121), and Swings and Extensions (p.142). (Dance Technique for Children)

As a dance technique class exercise, Nikolais-Louis explain that “Swings can be introduced in the post-plié series, as a forward and back, side and side series with arms or legs:
Releasing of weight to gravity.
The swing outcome.
Arrival.” (The Nikolais/Louis Dance Technique p.146)

One way to play with arm swings is my “Wonderful Whirligig Walks” video
Gravity Swings (Arms, Torso)

Nikolais-Louis teach that the most basic type of swinging action to practice is a high-to low vertical gravity swing: “The simplest swings are made with the arms and legs because they are attached at one end, while the outer tip is released into peripheral action. High-to-low vertical swings are basic. The arm held in high suspension without any flexion can swing into gravity. If left completely free to do so, it will pass the gravity point, and its momentum will carry it to the end of its path of weight release and then return in the direction from which it came, repeating the swing until the energy is expended.” (The Nikolais/Louis Dance Technique  p.149)

Joyce’s Parallel Swings involve swinging the arms and upper body from a standing position and can be elaborated into hip-lifting (rising in the lower body) and jumping versions, as well as later double-bounces and upper body articulations:

“1. Arm swings, knee bends: In parallel position, feet under hips, back long, arms high, swing the arms down and back, then forward and up. As the arms swing, the knees bend. Pattern: down two three and up two three.

What do you know about the alignment of the legs and feet? Knees must be over toes. The knees are your signposts. Watch them carefully. Your toes are apart. Where then should your knees be as they bend and straighten? Apart. Think about it, especially as they bend. They will want to get close together.’ Repeat swing until all have it.

2. Torso: Bend torso forward, sweep floor with hands on the backward swing, and straighten legs. Sweeping the floor again on the forward swing, come up. ‘Bend the whole torso, and sweep the floor with your hands, both back and forward.’ Knees bend deeply, but heels stay on the floor.

Combine the arm swings and the torso swings:
Swing backward and forward (arm swings)
Sweep down and up (torso swings)

The count will be
Swing down & swing up &
a 1 & a 2 &
Sweep down & sweep up &
a 3 & a 4 &

Or: 
swing down two three up two three
sweep down two three up two three” (Dance Technique for Children p.82-4)

As with stability in both the legs when swinging the arms and torso, in teaching Leg Swings, Joyce also emphasizes the importance of developing stability in the standing leg (using turnout as support and the hip girdle muscles active) to support the action. This is critical for all dancers and the delicate balance we strike in swings of this sort between standing strong and going with the forces created.

Sizzling Standing Leg Swings Dance Technique video on YouTube
Leg Swings

Nikolais-Louis discuss the importance of mastering both freedom and control in movement and suggest developing swinging skills through both improvisation and class exercises. We need many experiences of swinging and momentum to understand how to create and manipulate the forces involved for choreographic purposes: “What distinguishes the artist from the commonplace dancer is his ability to choose from among the multiple possible variations the most effective sentient designs to control momentum.” (The Nikolais/Louis Dance Technique  p.148)

One exercise for practicing legs swings in the Nikolais-Louis Technique which I’ve also seen variations of in many other modern and jazz classes:
“Swing free leg, forward-back-forward, step-step-step. Change legs.
Swings are in three-quarter time. Make the three parts of the swing visibly clear.” (The Nikolais/Louis Dance Technique p.145)

Joyce’s exploration of Leg Swings looks like this:
1. Leg swings: Review wrap-around (page 117) and broom handle (page 119). First position, girdle muscles supporting the lift, torso stretching upward, weight forward. Repeat, balancing first on one leg and then on the other.
Your right hip joint is now going to be firm as a rock. When the wind blows, does a rock move? No! Hold firmly in your right hip, no movement is allowed. Let your left leg swing easily in the breeze backward and forward. Keep the right hip vertical and lifted‘…
2. Pattern (Have the children start as far back as possible, as the pattern moves forward): ‘Standing on the right leg, begin swinging the left leg forward and continue for seven counts. Step forward on the left on count eight and hold your balance. As you step, find your lift and placement on your left side.’ The children stand on the right leg; the left leg swings:
forward back forward back forward back forward step on the left
1 2 3 4 5 6 7 8
Repeat, standing on the left leg and swinging the right leg.
Next put these two phrases together, sixteen counts in all.
Then, shorten each phrase to four counts, stepping on count four: ‘Swing forward, back, forward, and step.’
Shorten it again, this time to two counts, stepping on count two. Here the count will be
swing & step & swing & step & swing & step & swing & step
1 2 3 4 5 6 7 8
Swing only as hard as you can without moving the rock.’
Next, have them do the whole sequence: two 8’s, two 4’s, and four 2’s.
Repeat, adding a hop after each step. Later you can add arms in opposition to this pattern.
3. Across the floor: Have the children do the same pattern across the floor, using the step-hop to propel the body forward. To stretch the supporting leg and foot in the hop, have them think of pressing the leg forward, splitting the legs.” (p.121-2)

Improvising to get chummy with Momentum

In addition to formal exercises, Nikolais-Louis recommend experimentation through improvisation: “To experience momentum, my suggestion is to propel the body randomly, to get a better sense of momentum on its own terms, rather than using it as a device to achieve a specific end. From a standing position, propel the body percussively into random directions to feel what actually happens during momentum. Practice percussive propelling in different parts of the body so that you can realize the great variety of possibilities and feel the experience of being thrust from one body shape to another.” (The Nikolais/Louis Dance Technique p.148)

Strategic practice and mindful improvisation both play important roles in mastery of movement.

Swings in Laban Movement Analysis

A movement description and analysis standpoint is useful for choreographers, dancers, dance notators, and critics. In describing and analyzing swing movement, both shaping and directional movement are present. Directional movements could include rising/sinking, advancing/retreating, spreading & enclosing gestures (related to gathering and scattering) and qualities. In a swing context, each of these are initiations and resolutions of momentum, using gravity, centripetal and/or centrifugal forces.

According to Cecily Dell, “Spreading and enclosing occur in the horizontal cycle, where shaping that is mainly sideward across or out away from the body also has a forward-backward component, as in an embrace. Advancing and retreating occur in the sagittal cycle where shaping that is mainly forward and backward also has an upward-downward component. Although Lamb stresses the use of the torso in shaping, these symbols may also be used to describe limb movement. In a pirouette, for example, where torso movement is minimal, one arm spreads and the other encloses during the turn.” (A Primer for Movement Description p.57-8)

I find effort action concepts such as “flick,” “punch,” and “slash” inspire different, helpful qualities in swings and use of momentum in dance choreography. Dell explains: “Gathering and Scattering – When a movement can be said to be shaping, but emphasizes either coming toward the body or going away from the body, rather than any particular directions in space, the terms gathering (shaping towards the body) and scattering (shaping away from the body) may be used to describe the movement. Gathering and scattering are terms as traditionally; associated with Laban theory as are basic effort actions such as ‘punch’ and ‘float.’ They can be very helpful, evocative terms for directors and movement teachers, who may be looking for general terms for orienting actors and dancers. They are perhaps less useful in detailed notation and research, since gathering and scattering can be broken down into more basic concepts.” (A Primer for Movement Description p.56)

I have previously written about shape and shaping in the blog Shapeshifting Dancers: Forms & How We Get There. For more on spatial ideas in movement description and analysis, you can view my video on Planes of Space & the Body.  

Physical Forces in Dance

Gravity

According to Peggy Hackney, in the excellent book on Movement Fundamentals Making Connections, “Our ability to sense our weighted mass which makes possible our assertion of strength and lightness is possible only because of earth’s gravity.” (p.41)

One example of a Movement Fundamentals exercise that teaches the use of gravity, momentum, and sequencing through deep muscle groups is the “Diagonal Knee Reach (Irmgard’s Exercise No. 5A “Knee Drop”), a version of which I incorporated into my “Sweet Leg Swings” video. (Making Connections p.182)

Practice Knee-Drop movements, use of gravity and momentum with reclining leg swings
Momentum

Murray Louis and Alwin Nikolais argue that to dance is to manipulate momentum: “Momentum is the consequence of the force caused by the act of propulsion. It is the going, the movement itself. Therefore, it is the basic substance of dance because it defines the kinetic condition occurring between the beginning propulsion and the ending outcome.” (The Nikolais/Louis Dance Technique  p.148)

Swinging involves creating and controlling momentum. Nikolais-Louis define the physical act of swinging in dance: “A swing is a three-part action: A beginning force that is released into space. A path of going. A suspension at arrival point. […] During the second part, through the force of momentum, variations of the swing occur: turns, air work, and so on, which use the resultant force to operate. The dancer must determine the necessary force during the first step to allow the second, complexity of the outcome, to complete itself. He must accomplish the third, the suspension at the arrival stage, to start the upbeat of force for a new swing. (The Nikolais/Louis Dance Technique p.144)

Further, Nikolias-Louis distinguish swings from another familiar dance movement, undercurves: “Although swings resemble the undercurve, their definition and execution have different purposes. The technique involved in the undercurve is to define and depict specifically the undercurve of a circle, whereas the swing defines a release of weight to the forces of momentum and gravity.” (The Nikolais/Louis Dance Technique p.144)

For more about undercurves, consult my blog on undercurves and overcurves or “amazing undercurves” dance warmup video.

Centrifugal and Centripetal Forces

When throwing or swinging limbs and body into space, there are two more forces to define, “Centripetal: inward throw. Centrifugal: outward throw.” (The Nikolais/Louis Dance Technique p.146) Nikolais-Louis elaborate:

Here’s how these types of swings work, from Nikolais-Louis: “With centrifugal and centripetal swings [compared to basic gravity swings which release into earth’s pull from suspension], the force is now the body, which throws the attached body part into space like a weight attached to a string. This creates the momentum to the point of arrival.” (The Nikolais/Louis Dance Technique p.144)

Factors Affecting of Physical Forces

It’s clear that generating and manipulating the physical forces of gravity and momentum are important to dance expression: “One of the fine points of aesthetic technical control that must be mastered is the judgment of how much energy is needed to bring the impulse to a point of termination.” (The Nikolais/Louis Dance Technique p.148) However, gravity, momentum, centripetal and centrifugal forces are not the only influences acting on or created by the body in motion.

Nikolais-Louis remind us: “There are other causes of change in velocity; for example, the friction of the floor can slow momentum, whereas the slipperiness of a polished floor surface may increase its velocity.” (The Nikolais/Louis Dance Technique  p.148) Indeed, human movement is extremely complex.

In fact, harnessing these powers is a never-ending pursuit: “The sensitivity and control of momentum should occupy the dancer’s technical exercises for as long as he continues to study dance. In further study, you will realize that the velocity of momentum is not constant, that motion starts at a high speed and diminishes as it proceeds, either until it is brought to the destined outcome or until, en route, it is recharged by additional forces.” (The Nikolais/Louis Dance Technique p.148)

The arms, legs, and torso can all swing, and these movements in concert with the coordination of the whole body allow dancers to accomplish their choreographic and expressive objectives. Nikolais-Louis tell how the arms contribute: “Dancers often use additional thrusts to increase the height of elevation. The arms make a considerable number of peripheral paths of action possible.” (The Nikolais/Louis Dance Technique  p.149)

With a combination of natural physical forces as well as propulsion from coordinated muscular action of the limbs and body, endless movement possibilities result: “When the dancer adds the motional abilities of the legs, movement variations are multiplied. Then, too, he can add torso peripheries. The weight of the torso swinging in the air can lift the body into extraordinary acrobatic feats.” (The Nikolais/Louis Dance Technique  p.149)

For more on using physical forces to produce Locomotor Movements and Types of Jumps in dance, follow the links provided here. To learn about swings and movements that use momentum in ballet, I recommend my videos on “Tantalizing Tendu, Pas de Cheval, & Undercurves,” “Delectable Dégagé, Pas de Cheval, & Overcurves,” “Ebullient Battement & Passé,” “Embracing Ballet Balance” and “Tourner – Basic Ballet Turning Technique

Rhythm & Musicality

Music can also take a swinging quality, such as in the waltz that Betty Rowen mentioned, Swing Music (and we didn’t even talk about the style of social dancing called “Swing!”). Finding the downbeat and getting a feel for the rhythm of music and movement are related skills. Check out my blog on Developing Rhythm and Musicality for Dance for some more ideas on this topic.

Conclusion

I just had to include one more quote from Nikolais-Louis that made me laugh: “The indulgent dancer delights in centrifugal and centripetal forces. It’s the ‘Viennese Waltz Syndrome.’ Yet these are two of the most significant natural forces to be controlled and used with disciplined discretion. Both are by-products of momentum when it involves circular action and within them rests all forms of swings, turns, circles, and some elevations. Both relate to a central point of anchorage and to the forces that pull both powers toward and away from this central point.” (The Nikolais/Louis Dance Technique p.148)

This provides a good summary of the technical aspects we’ve discussed today, which in my own practice sometimes takes a discretely disciplined form, but admittedly goes in the direction of indulgence from time to time! I say move how you want to, delight in the physical forces that you create and respond to, and dance your way! I’m here to help you play and understand some of the ideas behind dance expression, not to inhibit your exploration and enjoyment 🙂

  • Do you like to go up in a swing and play with momentum?
  • What is your favorite variation of leg, arm, or torso swings?
  • What dancing or movement technique skills are you currently working to improve?

Let me know on social media @ablythecoach or by email, I love hearing from you! 

Blythe Stephens, MFA & Bliss Catalyst
she/her or they/them
A Blythe Coach
move through life with balance, grace, & power

Cinderella’s Courage & Kindness: teaching the classic fairytale ballet

Cinderella be
courageous and kind always
winning the kingdom

While I’ve been immersing myself in this ballet story, I wrote the above haiku as part of my 2021 haiku challenge.

One of the world’s most classic, iconic and ubiquitous tales, the “Cinderella” ballet can provide an entrée to universal themes and concepts useful in life and interdisciplinary topics within and beyond dance.

Teaching fairytales in ballet classes with all ages teaches virtues, storytelling and expression, musicality, technique, movement skills, and choreographic repertory, ballet history, appreciation, and criticism. They are a rich source of exploration and learning!

I especially enjoy teaching and revisiting “Cinderella” in the fall, what with the theme of harvesting the fruits of her actions, the supernatural elements, and the presence of pumpkins for the fairy godmother to transform into a magical coach in some versions of the story. 

Podcast 065: Cinderella’ Courage and Kindness – teaching the classic fairytale ballet

I use the “Cinderella” ballet (and popular fairytales in general) in my teaching in so many ways, depending on the age of the group I am working with, what we are learning at that time of year and in the students’ cycle of learning.

“Cinderella” can be used to teach values and virtues, storytelling and expression, music appreciation and musicality, specific dance technique and movement skills, choreography and repertory, traditional dances, dance composition, ballet history, appreciation, and criticism.  

Last spring I did a blog, podcast, and video about how I teach the ballet “Sleeping Beauty” which is now included in my “Ballet Stories” playlist on YouTube. I will continue to add further ballets as I research and write about them, so let me know what classical and contemporary ballets you’d like to learn more about in the future!

Teaching Virtues & Dance Ground Rules

“Have courage and be kind,” one interpretation of Cinderella’s lesson from her mother, is one of the best morals I can imagine for a fairytale. Knowing that life and success are going to require bravery and leaving one’s comfort zone, and that learning requires courage, I believe it is an important characteristic to develop in young people. As for kindness, or the activity of loving one another, it is the most important, life- and world-changing quality a person can have.

Cinderella is a person of character, demonstrating virtues of forbearance and compassion toward others, including family members, her stepsisters (who are unkind, even cruel to her), even strangers whom others may hold in fear, and other creatures like the birds or fairies who come to her aid.   

These virtues are related to the ground rules that I share for dancing with students from 3 years old through adults, of course gaining in sophistication with age and experience. I originally learned these simple rules from Jonathan Sypert, with whom I worked as teachers of several educational organizations, including Steps to Success, Kaiser High School, and The Movement Center in Honolulu, Hawai’i. Especially TMC has a mission of creating good people through excellent education in the performing arts, so as we develop skills, character is always important.

The three ground rules are:

  1. Be Safe
  2. Be Respectful
  3. Have Fun! 

What does being careful and safe have to do with courage? It is being wise and discerning in taking necessary, calculated risks. It is being observant and aware, remaining calm and responding appropriately to changing circumstances. It is also taking care of ourselves and others.

Respect and kindness also go hand-in-hand. Grace, friendliness, understanding, acceptance, compassion, honesty, and generosity of spirit all fall under this concept. Open-mindedness and embracing diversity, thinking creatively, solving problems, connecting, building relationships and community can all result from kindness and mutual respect. These shared values help create a safe environment for learning.

Cinderella maintains a hopeful and fanciful, with a wonderful life of the mind, dreaming and dancing, keeping a sense of possibility even in what appears to be an oppressive, abusive, toxic, cruel situation. We see her sometimes dancing alone with a broom, she keeps her fantasy alive, she hopes that maybe she can still attend the ball, even when it looks unlikely to come to pass due to many obstacles in her way.

Kind and brave Cinderella gives bread to the elderly lady who comes begging. It is portrayed in different ways in different versions of the story, but there is a common theme of others shrinking away in fear or distaste at the appearance of the ragged beggar woman, while Cinderella is the only one willing to engage with her. Cinderella is generous, having very little to give, she still finds a bit of bread to give to the needy woman.

Patient and compassionate Cinderella cultivates relationships with those she can, including the beggar, her father and stepsisters, even the birds. Ultimately, her generosity is rewarded, since the old woman turns out to be her fairy godmother in disguise, able to grant her wish to attend the Prince’s ball. 

YouTube Video of Podcast 065: Teaching the “Cinderella” Ballet Story – Courage, Kindness, Dance & Music Appreciation

Teaching Balletic History & Appreciation

The classic Balanchine’s Complete Stories of the Great Ballets by George Balanchine and Francis Mason, though the language and ideas can be dated and in some cases downright sexist and offensive, is a wonderfully comprehensive resource on ballet history.

[Note: though there are many problematic ideas in Balanchine’s writing as well as in the fairytale and ballet itself, but I won’t go into great detail about them here, instead focusing on positive, learning-supporting ways to use a story that students are bound to encounter. I’m happy to engage about any of these critiques with you in the future, and critical thinking is key to my teaching, so let me know what gets your goat!]

Balanchine describes four major productions of the “Cinderella” ballet:

Version 1: “Cinderella” Ballet, Music by Sergei Prokofiev, Choreography by Rotislav Zakharov, Libretto by Nikolai Volkov. First presented by the Bolshoi Ballet at the Bolshoi Theatre, Moscow, November 15, 1945. (p.107)

Version 2, 2a: Presented in a new version with choreography by Konstantin Serveyev at the Kirov State Theatre of Opera and Ballet, Leningrad, April 8, 1946. A new production, revised by Sergeyev, was presented at the Kirov Theatre, July 13, 1964. This production was first presented in the United States by the Kirov ballet at the Metropolitan Opera House, New York, September 11, 1964.

Version 3: Choreography by Frederick Ashton. First presented by the Sadlers Wells Ballet of the Royal Opera House, Covent Garden, London, December 23, 1948. (p.110)

Of this production, Balanchine states: “Cinderella is a story everybody knows and in the past it has attracted a great number of choreographers–French, Russian, and English. This particular ballet on the story, however, is important for a special reason: it is the first classic English ballet in three acts, the first full-length English work in the style and manner of the great nineteenth-century classics. But Cinderella is entertaining as well as important. Here the familiar tale is embellished with dramatic and comic differences, with divertissements, and with the grace and warmth of the grand academic style.” (p.110)

Version 4: Staged and choreographed by Ben Stevenson. First presented by the National Ballet at the Lisner Auditorium, Washington, D.C., April 24, 1970. (Balanchine’s Complete Stories of the Great Ballets p.115)

According to Balanchine, in reviewing this production of Cinderella in the British magazine, Ballet Today, Kay Rinfrette wrote: “Ashton’s Cinderella for the Royal Ballet influenced Stevenson’s ballet in several aspects. Like Ashton, Stevenson employs the English pantomime tradition by having the stepsisters played en travesti, and he excludes the stepmother who usually appears in Russian productions. Also, Stevenson omits the prince’s search around the world. Unlike Ashton, Stevenson changes the sequence of musical numbers in the ballroom scene to give the grand pas de deux, a traditional, formal structure (The adagio is followed by the man’s, then the ballerina’s variation.” (p.117)

“The adagio in the last act is less involved with fantasy, closer to a real-life love relationship. This meaning is understood by the choreography which includes thematic elements but in different combinations: there are fewer lifts, more terra a terre work […] Structurally, this adagio is the climax of the ballet, combining and reconciling the literary themes of fantasy versus reality and the choreographic motifs of floating lightness versus heaviness or a sense of weight.”  (p.117-8) 

“A beggarwoman appears, asking for alms. While the stepmother and the two sisters want to chase the woman away, and the father is too frightened to do anything, Cinderella turns and gives her a piece of bread.

Now preparations begin for the gala ball to which the family–all except Cinderella–have been invited. Dressmaker, hairdresser, dancing master, and musicians come to prepare the ladies. When everything is ready, they all depart for the castle, and Cinderella is alone.

Wishing to also be at the ball, Cinderella lets herself be carried away by unattainable dreams. She curtsies, as if before the prince himself. Suddenly the old beggarwoman appears again, but this time as Cinderella’s fairy godmother. She promises to make the girl’s dreams come true in gratitude for Cinderella’s kindness. The fairy presents the girl with a pair of crystal slippers and orders four fairies representing the seasons of the year to prepare and dress Cinderella for the ball.” (Balanchine’s Complete Stories of the Great Ballets p.

The Ballet Companion: A Dancer’s Guide to the Technique, Traditions, and Joys of Ballet by Eliza Gaynor Minden includes several mentions of Cinderella, including the original ballet: “1893 Pierina Legnani, wearing special reinforced Italian-made shoes, and able to spot her turns, performs thirty-two fouettés on full pointe in Cinderella. Audiences are thrilled.”(The Ballet Companion p.294) and the Ashton production:“Cinderella (1948), Ashton’s first full-length original work, was made on Moira Shearer of The Red Shoes fame (Fonteyn was sidelined by an injury), and Ashton himself was perhaps the most hilarious Ugly Stepsister ever.” (The Ballet Companion p.259)

Favorite Resources for Teaching Cinderella to Children

The Favorite Ballets Coloring Book by Brenda Sneathen Mattox, describes a version of the ballet from 1893 from choreographers Marius Petipa, E. Cecchetti, and L.I. Ivanov with music by Composer: B. Shell. One picture depicts Cinderella holding a pumpkin while her fairy godmother conjures a magical coach:

“This ballet elegantly portrays the classic Perrault fairy tale of the gentle girl and her cruel stepsisters. Cinderella must stay behind when her stepsisters attend the King’s ball. However, Cinderella’s fairy godmother provides the girl with a coach to ride in, as well as a ball gown. (Favorite Ballets Coloring Book p.15)

There is a scene of the transformed Cinderella and prince dancing at the ball: “At the ball, Cinderella meets the Prince, who dances with her eagerly, charmed by her grace and beauty. But Cinderella must leave before her fairy godmother’s spell is broken. In her haste, she leaves behind one of her slippers.” (Favorite Ballets Coloring Book p.16)

And finally, a humorous picture of one of the evil stepsisters trying to force her foot into Cinderella’s slipper: “The Prince declares that he will marry the girl whose foot fits into the slipper. Many come to try it on, including Cinderella’s stepsisters. OF course, her stepsisters’ large feet don’t fit the slipper. When Cinderella tries it on, it does fit, and the Prince is delighted to ask for her hand in marriage.” (Favorite Ballets Coloring Book p.17)

A Child’s Introduction to Ballet: The stories, music, and magic of classical dance by Laura Lee describes the version with original choreography by Rostislav Zakharov and music by Sergei Prokofiev which was first performed in Moscow in 1945: “It has been a favorite fairy tale for hundreds of years, and for more than two hundred years choreographers have been making ballets based on it. This is the most famous one.” (A Child’s Introduction to Ballet p.75)

Lee summarizes the plot: “Cinderella sits by the fire as her ugly stepsisters get ready for the prince’s ball. It will be the finest party in the land, but poor Cinderella has not been invited. When a strange old woman comes to the door, the stepsisters are rude to her, but kind Cinderella offers her some bread. It isn’t until the stepsisters have left for the ball that the old woman reveals herself to be a fairy godmother. With a wave of her magic wand, the fairy godmother changes a pumpkin into a luxurious coach, and Cinderella’s rags into a beautiful gown. She waves to Cinderella as she leaves for the ball, but warns her that the magic spell will last only until midnight.” (A Child’s Introduction to Ballet p.75)

Lee also explains the use of performance en travesti to portray the stepsisters: “Ugly indeed! In England and America the ugly stepsisters are often danced by men in women’s dresses so they will look comical and physically ugly. In Russia, they are played by real ballerinas and only their behavior is ugly–not their faces.” (A Child’s Introduction to Ballet p.77)

How to…Ballet: A step-by-step guide to the secrets of ballet by Jane Hackett describes a version of Cinderella with music by Serge Prokofiev:

“When Cinderella’s nasty stepmother and stepsisters go to the prince’s ball, she’s left alone in the cold house. A fairy godmother gives Cinderella a beautiful dress and a carriage so she can go to the ball, too, but warns her that she must be home by midnight, when the magic spell will be broken. Cinderella dances with the prince, but as the clock strikes 12, she runs away, leaving her shoe behind. The prince searches for the beautiful girl who fits the shoe. He finds Cinderella, and they are married.” (How to…Ballet p.55)

Grimm versus Perrault Versions of the Cinderella Tale

Although the Perrault version more heavily influences both the ballet and Disney telling of the Cinderella tale, the Grimm version is another variant popular in many parts of the world. I am learning the German version, based on the Brothers Grimm, in Mein Buch der Schoensten Maerchen, which calls Cinderella “Aschenputtel.”

I do more of a comparison between the two major versions on the podcast and video, but I found a handy chart comparing plot points here.

Teaching Technique/Movement Skills, Storytelling & Expression 

Creative Movement Fairytale Storytelling

When first learning to teach young children and students of all ages about Cinderella, I benefited greatly from guidance from the book Dance and Grow: Developmental Dance Activities for Three- Through Eight-Year-Olds by Betty Rowen.

I have created a playlist of tracks to accompany these and a couple other possible scenes including Cinderella’s waltz and the clock striking midnight: “Cinderella” Fairytale Ballet Story for Children / Creative Movement on Spotify here.

Rowen explains that, “The Prokofiev ballet music has some fine sections for dance accompaniment. The following scenes are good for improvisation.

Step 1: The ugly stepsisters argue and give orders to Cinderella. The suggested music is percussive and encourages children to do sharp, angular movements. The class might be divided into trios, two sisters and Cinderella, as they enlarge the pantomime of bickering into dance.

Step 2: When Cinderella is alone, the Fairy Godmother appears. A duet between Cinderella and the Fairy Godmother can be developed. Pairs of children can improvise to an appropriate section of the ballet music, which is lyrical. At the end of the duet, Cinderella is transformed from her ugly appearance to beauty. The pair dance together.

Step 3: Everyone rejoices at the wedding. A more formal dance, in promenade formation, might be introduced here for older groups.

Although many parts of the story need to be narrated, the selected sections offer opportunities to develop dances through improvisation and/or simple choreography.” (Dance and Grow p.84)

Teaching Classical Ballet Repertory & Choreography

With older ballet students, it is fun to teach specific variations and choreography, either full original or modified versions, such as the Fairies of the Seasons Variations, the Clock Scene, or Cinderella’s Waltz. They can also watch different versions of the ballet to compare and critique, and work on their own choreographic adaptations.

Spring Fairy

Summer Fairy

Grasshoppers & Dragonflies

Autumn Fairy

Winter Fairy

Clock Scene

Cinderella’s Grand Waltz

Teaching Musicality / Music Appreciation

If you want to listen to the Prokofiev Cinderella Ballet in full, that is linked here on Spotify or also available on YouTube or in other forms.

We return to Balanchine’s commentary for insight on the music from the composer himself, Prokofiev, as well as thoughts on the music accompanying several key scenes.

Quotes Balanchine, “Prokofiev wrote that he conceived of Cinderella as ‘a classical ballet with variations, adagios, pas de deux, etc. I see Cinderella not only as a fairy-tale character but also a real person, feeling, experiencing, and moving among us.’ The Russian composer began work on the score in 1940, but because of other commitments during World War II did not finish the orchestration until 1944.” (Balanchine’s Complete Stories of the Great Ballets p.108)

Balanchine describes the first introduction of the theme for Cinderella’s Fairy Godmother: “The orchestra sounds a new, magical melody. The stepsisters hear it, too. Cinderella looks up expectantly, and into the room hobbles a hunchbacked woman in rags. […] Cinderella seems to welcome her. The old hag begs for money, and the two stepsisters go into a tizzy of silly fear, running away to the other side of the room.” (Balanchine’s Complete Stories of the Great Ballets p.111)

Balanchine’s take on the dreamy transformation from grubby beggar to magical Fairy: “The harp is plucked gently, and again the eerie high, piercing cry that heralded the arrival of the old beggarwoman causes Cinderella to look up and smile. The music is magical, like the loveliness of a dream, it grows in volume as the lower strings sound a full, promising melody […] In a flash, the old hag is transformed into a lovely, kind fairy […] a beautiful creature dressed in a shimmering gown.” (Balanchine’s Complete Stories of the Great Ballets p.112)

For the prince’s ball and once the spell is broken, Balanchine explains: “Cinderella and the prince lead the court in an ensemble dance. The music is a bright, sparkling waltz that gradually gains in sonorous force, and all the guests are caught up in the spirit of romance. Suddenly–as the walz gains relentless force, cymbals shimmer, and we hear the loud ticking of a clock–a flourish of trumpets announces the approach of midnight.” (Balanchine’s Complete Stories of the Great Ballets p.114)

Other versions of the Cinderella Ballet

As previously mentioned, there are tons of classic as well as fresh and contemporary versions of the “Cinderella” ballet to explore. I look forward to hearing about what you discover.

One of my favorites that I saw for the first time on Arte TV here in Germany is Paris Opera Ballet’s “Cendrillon,” with choreography by Rudolf Nureyev and a golden age of Hollywood/1920s flappers-and-filmmaking twist on the classic “Cinderella” ballet where she is trying to get into show business rather than a prince’s ball at a castle. I talked about it a little bit in my blog for the final week of the Adaptive Adult Summer Dance Intensive, Week 4. For more about the full program that you can participate in anytime, check out the introduction and first-week overview.

Questions for Reflection

  • What about the “Cinderella” story resonates for you? What rubs you the wrong way?
  • What version of the story, ballet, or music is your favorite?
  • What variation or choreography from the “Cinderella” ballet do you want to learn or create?
  • What stories do you teach or revisit in the fall or seasonally?
  • How are you celebrating the transition to Autumn?

Blythe Stephens, MFA & Bliss Catalyst
she/her or they/them
A Blythe Coach: Dance Education & Coaching 
move through life with balance, grace, & power

DISCLAIMER: A Blythe Coach recommends that you consult your physician regarding the applicability of any recommendations and follow all safety instructions before beginning any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. If you engage in this exercise or exercise program, you agree that you do so at your own risk, are voluntarily participating in these activities, assume all risk of injury to yourself.

Daring Yoga Dancer Pose: the story, strategy & benefits of Natarajasana

I strike dancer pose on the bank of the Rhine River in Cologne, Germany

Natarajana / King Dancer / Lord of the Dance Pose, more commonly referred to simply as “Dancer,” is an iconic and challenging yoga pose that invites us to discover our own courage and compassion. 

Shiva-as-Nataraj is classically depicted standing atop a mischievous gnome as he dances and plays a drum. A cobra winds around Shiva’s neck, his dreadlocks swirl around his head, a ring of fire encircles him, a flame also burns in the palm of his hand.

Dancer Pose is a standing one-legged balancing shape, where one foot is lifted behind us, grasped by the hand as we tip forward and reach the other to the front. It can be a very confronting but rewarding pose and today on the podcast, on the blog, and in the accompanying YouTube video I provide some variations and modifications to help you find dancer pose that allows you to experience all of its benefits.

Podcast 064: Daring Dancer Pose – story, strategy, & benefits of Natarajasana

Use Caution, Be Aware

Please use caution when attempting any version of Dancer Pose. I am not a medical professional, just sharing what works for me and recommendations from other trusted experts. Definitely consult with a physician to treat any symptoms you may experience and determine if practicing yoga is appropriate for you. 

According to Mark Stephens in the book Teaching Yoga, the main physical risks involved with Natarajasana are the “Lower back, hamstrings and knee of the standing leg, shoulders if unstable or impinging.” (Teaching Yoga Location 4,091)

Always go slowly and with awareness, listen to and respect your body’s signals. 

How to Get into Natarajasana

According to Jessamyn Stanley in the book Every Body Yoga: Let Go of Fear, Get On the Mat, Love Your Body, both supported and unsupported versions of Natarajasana are possible. Stanley provides a modification using a prop: “Optional Prop: 1 strap (make a loop with your strap that’s big enough to hold your foot)” (Every Body Yoga Location 1,092) I would add that if you don’t have a yoga strap, you can try using a long belt, dog leash, or towel to loop around your foot. Additionally, you can use the support of a wall or strong chair or table beside you to help with balance if you feel unsteady.

Stanley continues to describe getting into Dancer Pose:

  • “Starting in Mountain Pose, place your right hand on your hip for balance and bend your left knee.
  • Clasp the inside or outside of your left foot with your left hand and, using the power of your leg muscles, begin lifting your thigh.
  • If using a strap, hold the strap in your left hand. With your right hand on your hip for balance, bend your left knee and place your foot into the strap. Hold the strap as close to your foot as you comfortably can.
  • Keep squaring your hips forward and lifting your thigh away from the floor, actively flexing your foot into the hand or strap.
  • Sweep your right arm forward and up, reaching through your fingers and still continuing to lift your thigh.
  • Draw your standing thigh back and soften your heart forward. Stay for a few breaths, then switch sides.” (Every Body Yoga Location: 1,094-1,102)

Stanley provides helpful modifications and suggestions for a variety of poses, and when it comes to Dancer, shares these additional tips along with photos depicting the pose with and without a strap: “Keep your hips even and neutral,” “actively press your foot into your hand or strap,” “keep a bend in your standing knee if necessary,” “press your tailbone to the floor while actively lifting your pubic bone toward your navel,” and “if you are holding on to a strap, if you have the flexibility, rotate your shoulder so that your bent elbow points to the ceiling.”

In the book Teaching Yoga: Essential Foundations and Techniques, Mark Stephens provides slightly different instructions to guide students into the asana: “From Tadasana, flex the right knee to draw the right foot up toward the right hip. Clasping the right foot with the right hand, rotate the right elbow in and up while extending the right leg back and up from the hip. Lift the left arm overhead, bend the left elbow, and clasp the right foot.” (Teaching Yoga Location 4,093-5)

As teachers and students of yoga, he reminds us to look For and emphasize the following points: “Maintain pada bandha [meaning connection of the sole of the foot to the floor] in the standing foot to help stabilize the foot and ankle joint. Keep the standing leg straight and strong while aware of the tendency to lock the standing knee. Try to keep the pelvis level to create a symmetrical foundation for the full extension of the spine. Pressing the tailbone back and down, expand the chest, pressing the lower tips of the shoulder blades forward and up to open the heart center. If stable and at ease, release the crown of the head toward the arch of the foot and draw the elbows together. Breathe!” (Teaching Yoga Location 4,096-9)

Variations + Modifications of Dancer Pose

Here is my new 35-minute yoga flow, available free on YouTube, that takes you through a few variations and modifications of Dancer Pose:

Daring Dancer Pose Variations YouTube Video

I include a couple of low-level variations of Dancer, that allow balancing on two points (one arm and one leg/knee), on one side and twisted:

This variation I call “Low Side Dancer” and it provides a similar stretch and balance to classic standing Natarajasana with a different perspective, you can use a strap for this version as well
This I call “Low Twisted Dancer” and it provides a similar but a bit of a different stretch and balance challenge as the others, a strap can also be used
This position can be used along the way to standing Dancer Pose, or as a modification of it’s own, developing balance on one leg, lifting the heart, stretching and slightly backbending, a strap and/or wall can also be used
Here I am practicing standing Dancer Pose with support from a Yoga Strap

Remember that you may position yourself in front of or next to a wall for additional support, and consider your gaze/eye focus and shape through the front-reaching hand as well. A variety of hand positions or mudras may be used. There are truly endless variations and modifications possible to make your Dancer Pose your own!

The Story Behind Natarajasana

I find it inspiring when tackling this challenging pose, to consider its origins and potential benefits. In the book Myths of the Asanas: The Stories at the Heart of the Yoga Tradition, by Alanna Kaivalya, Shiva Rea, and Manorama, they explain that Nataraj represents one of the many guises of Shiva, that of the Master Dancer, destroyer of age after age, timelessly dancing to the beat of his drum, ultimately providing a fertile ground for Brahma to create again.

There are a few aspects of this story that I want to emphasize, that of Shiva as King Dancer, the Cycle of Samsara, and the Illusion of Avidya. Kaivalya and Rea explain that, “As one of the Hindu trinity, Shiva has many different personae that illuminate his essence. The most well known is his role as the King Dancer, or in Sanskrit, Nataraja. In this guise he is commonly portrayed with snakes around his neck, dreadlocks standing on end, balancing atop a tiny dwarf, and encircled by a ring of fire.” (Myths of the Asanas Location: 537-539)

Kaivalya and Rea explain what the ring of fire around Nataraj represents, how symbolically, “Shiva dances to his own music within a circle of flame known as samsara. Samsara is the cyclical pattern in which we are all stuck—the constant repetition of birth, life, and death.” (Myths of the Asanas Location: 544-5) 

Like all aspects of this arresting image, the snakes coiled around Nataraj’s neck bring an additional layer of meaning: “The poison the cobra carries symbolizes the toxic nature of avidya, the misunderstanding of ourselves as something other than divine. He has found the remedy to that affliction, which is enlightened knowledge, and he carries its symbolic flame in one of his palms.” (Myths of the Asanas  Location: 550-1 emphasis mine) 

What Dancer Pose Teaches Us

What might we gain from Dancer Pose, as dancers and as human beings?

Kaivalya and Rea provide some insights into how the physical challenges of Dancer bring us into conversation with our psychological limits as well: “Natarajasana allows us to experience a couple of physical elements that can bring about fear in our bodies. Backbending and balancing both elicit fear because of the openness and bravery they require. We tend to store fear in our heart (according to the chakra system), and when we open the heart, we give ourselves an opportunity to let go of fear. Likewise, balancing gives us an opportunity to overcome our natural fear of falling and to be brave and free.” (Myths of the Asanas  Location: 576-8)

So the yoga pose itself involves two elements that bring us into conversation with our fear- balancing and backbending. In my yoga classes, we typically work on each of these skills and facing each fear individually, then in combination, sequentially enlarging our comfort zone. We develop stability, balance, as well as flexibility in key muscle groups (hips, back, shoulders). We practice balancing on one leg (i.e. tree), on the arms (crow, handstand), and backbends in different orientations (i.e. camel, bow, wheel).

We might assume dancers ourselves are automatically bendy and able to easily get into and hold Dancer Pose. Not so, it poses its own challenges for each individual. For example, my lower back is not as supple as it used to be, not sure if that is use or age or the several accidents I’ve been involved in, so I have to be very mindful of preparing for and practicing Dancer. I face the same fear in balancing and backbending that most practitioners do! Rest assured that everyone has their own assortment of difficulties (and strengths) that they become more familiar with and better at navigating through the practice of yoga.

Dancers and athletes can benefit from the physical and mental challenges of Dancer Pose. Given the internal and external challenges it presents, I’m so proud and impressed with the courage of my students in trying Dancer for the first time! 

Both Nataraj’s myth and the experience of practicing the pose itself teaches us to face our fears, embrace change, to release attachment, liberating and embracing our true nature and that of the universe.

Spiritual Benefits of the Practice

On a spiritual level, we encounter avidya and a companion concept, abhinivesha, while practicing Dancer and other confronting poses. As Kaivaly and Rea describe: “In the Yoga Sutra, Patanjali outlines five obstacles that prevent us from true freedom, which are called the kleshas. The first is avidya, and the fifth and most powerful obstacle is the fear of death, or abhinivesha. Death is the ultimate change and takes many forms in our lives, until the greatest death of all, which comes at the end.  As the lord of death and destruction, Shiva understands that change, even one as great as death, is really the only constant in the universe.” (Myths of the Asanas  Location: 566-7)  

In my experience, this is one of the most applicable skills that yoga teaches us for taking into our greater lives: how to navigate change! A big part of this is self-awareness and self-knowledge, fueled by compassionate self-study through reflective practice and meditation. In Yoga Where You Are, Dianne Bondy and Kat Heagberg include an entire chapter on such practices, proclaiming that “Compassionate self-study offers a path to meet yourself without judgement, just where you are and just how you are.” (p.212)

Compassionate self-study takes place in contemplative practices such as meditation and journaling, but also right in the moment when we practice yoga poses with mindful awareness. If you’d like to learn more about written reflection, you may enjoy my article on Reflective Practice through Journaling in Dance, Yoga & Life, or if you want to start a meditation practice, you will find more in my 2021 Meditation Practice Challenge blog.

Ultimately, we are looking for greater freedom: freedom of movement, courage to face what is to come, and compassion for ourselves and others.

“In order to dance like Shiva, we must feel free. Freedom comes from knowing there is nothing that binds us permanently. Shiva’s dance is born out of a liberation from the fear of change. He teaches us to ride the wave of change as if we’re on a cosmic surfboard, coasting toward the shore of bliss.” (Myths of the Asanas  Location: 564-5)   

Questions for Reflection

  • What obstacles have you identified for practicing Dancer Pose?
  • What modifications or variations help you access the pose?
  • What yoga poses or movements do you find especially challenging in general?
  • What emotions come up for you in these times of challenge?
  • What modifications or variations can help you access the potential benefits of these poses, movements, or activities?
  • How can I or another trusted teacher support your practice?

Blythe Stephens, MFA & Bliss Catalyst
she/her or they/them
A Blythe Coach: Dance Education & Coaching 
move through life with balance, grace, & power

DISCLAIMER: A Blythe Coach recommends that you consult your physician regarding the applicability of any recommendations and follow all safety instructions before beginning any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. If you engage in this exercise or exercise program, you agree that you do so at your own risk, are voluntarily participating in these activities, assume all risk of injury to yourself.

What I hope we remember about 9/11

Forget, may we not, 
how we cared for our fellows
hopeful aftermath

That’s a haiku I wrote this weekend in honor of 20th anniversary of September 11th. The catchphrase since adopted by many is “never forget.” I am considering what it is important that we remember about that horrific day in this blog and episode 63 of the A Blythe Coach Podcast:

Podcast Episode 063: What I hope we remember about 9/11

20 Years Since Tragedy

Last weekend marked 20 years since that tragic day and my social media feeds were flooded with remembrances. 

Many people were more profoundly impacted and have more profound things to say about the infamous events of September 11th, 2001. But you’re here and this is my blog, so I’m sharing what it meant to me then, what I hope we still remember now, and how that has the potential to impact our lives for the good.

In 2001, I was a junior at Whitman College, serving as a Resident Assistant in Prentiss Hall, a residence housing independent and sorority women. I remember hearing the shocking news and us gathering in the TV Lounge to watch the breaking story in an atmosphere of fear and disbelief.

One of my residents desperately hoped to hear that her sister, a flight attendant, was alright. Although we were clear on the other side of the country from New York City and the World Trade Center’s Twin Towers, we all seemed to have an intimate connection to the unfolding events and we held one another close.

The devastation and senseless loss of life was horrific. Sadly many brave souls, firefighters, EMTs and such, lost their lives that day, in addition to the civilians who worked or did business in the towers. In that moment, America (and arguably the world) mourned together, but also rose to the task of helping all the victims, those hurt and those left behind. Let’s remember that! 

In scary times, look for helpers

As Mr. Rogers famously advised, we also “looked for the helpers,” and they indeed showed up, in force. The way that citizens rushed to help in any way they could made an impression never to be forgotten.

“When I was a boy and I would see scary things in the news, my mother would say to me, ‘look for the helpers. You will always find people who are helping.’” – Mr. Rogers

Ultimately for me the message in observing the tireless work of the “helpers” back then and since is that humans CAN be extremely caring, compassionate, generous, and kind. We can rise above our differences and help people in need. There is a path forward with empowerment and positivity even as we remember tragic events.

How can we be the helpers?

What does this have to do with dancing and living our lives now, two decades later?

I believe that we are called to remember the preciousness and uncertainty of our time on Earth. We owe it to ourselves to do purposeful, passionate work (whether that takes the form of paid work in our career or job or the way we serve in our personal lives), to appreciate what we have, move joyfully, love ourselves and one another.

My friend Olivia Mead (@ladyboss_olivia) from NCSA was so profoundly affected that she would go on to found Yoga for First Responders (@yogaforfirstresponders), training thousands of EMTs, firefighters, etc. in skills to help cope with the stress, trauma, and demands of their jobs as well as instructing yoga teachers in how to do the same. In such positions, danger comes with the territory, and unfortunately PTSD is a common result, but there are steps that such professionals as well as we ourselves can take!

I found this article featuring the many ways we can contribute to our communities now during the COVID-19 pandemic particularly inspiring. My personal contribution includes sharing dance and yoga and supporting students and clients in living extraordinary and fulfilled lives.

Questions for Reflection

  • What is it important for you to remember right now?
  • How will you stay present to that awareness?
  • What action(s) are you committed to taking today in alignment with this remembrance?

I hope you are well, and know that I am with you in spirit whether you are currently in grief or celebration (or both at once). Reach out anytime I can be of service, and stay tuned for more about living a luscious life.

Blythe Stephens, MFA, Bliss Catalyzing Dance Educator & Coach
she/her or they/them
Founder of A Blythe Coach: move through life with balance, grace, & power

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