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Studying Dance: A Guide for Campus and Beyond is a comprehensive bridge for students transitioning into the first year of a college dance program. Through this text, students will understand dance in new and exciting ways, embrace it as an academic discipline, navigate and take charge of their dance education, and visualize potential careers after graduation.
Studying Dance: A Guide for Campus and Beyond opens students’ eyes to all the artistic, cultural, and educational aspects of dance. By expanding their thinking, students will move to a deeper understanding of themselves as dancers and the world around them.
The author demystifies the entire first-year experience while guiding students in the discovery of dance as a multifaceted discipline. Students will examine academic expectations, time management, the importance of staying focused, and balancing school and life. They will delve into the various areas of dance and a range of careers and paths available to them. They will learn the differences in types of college dance courses, the approaches used, and how to personalize their dance education through individualized instructional opportunities and peer collaboration. The text also will prompt students to visualize and plan their dance lives beyond campus so they can set clear goals for studying and succeeding as young professionals.
Studying Dance: A Guide for Campus and Beyond contains many student-friendly features:
• 15 easy-to-digest chapters provide the rules of the road that lead to a successful freshman year and future career
• 49 interviews with current dance students, recent graduates, and dance professionals encourage students to reflect on and take charge of their learning
• Web resource with learning activities, glossary lists, web links, and other tools personalize each student’s journey through the content
With this text, teachers can help students expand their thinking about dance in ways that will lead to success on campus and beyond.
Part I: Your Dance Education Journey
Chapter 1: Introduction to Your Dance Studies
Learning Outcomes
Assessing Your Current Dance Understanding
Studying Dance on Campus
Future Applications
Connecting Your Past, Present, and Future Dance Experiences
Summary
Learning Aids
Chapter 2: Getting to Know Your Campus
Learning Outcomes
Types of Campuses
Types of Degrees
Resources at Your Fingertips
Get Involved
Filling the Dance Studio
Summary
Learning Aids
Chapter 3: Dance as an Academic Discipline
Learning Outcomes
Depth and Breadth of your Campus Dance Education
Roles of Writing, Technology, and Research
Personalizing Your Study of Dance as an Academic Discipline
Summary
Learning Aids
Chapter 4: Success Strategies
Learning Outcomes
Student Responsibilities and Contributions
Differences Between High School and College Learning
Managing Your Life
Personal Strategies for Success
Summary
Learning Aids
Part II: Dance as a Discipline
Chapter 5: Dance and Artistry
Learning Outcomes
Dance Genres
Artistic Roles and Careers in Dance
Performance Opportunities
Current Trends in Dance and the Arts
Taking the Stage
Summary
Learning Aids
Chapter 6: Dance and Culture
Learning Outcomes
Linking Dance and Culture
Cultural Categories of Dance
Valuing Diversity
Examining Relationships Between Dance and Culture
Careers in Dance and Culture
Contemporary Trends
Your Exploration of Dance and Culture
Summary
Learning Aids
Chapter 7: Dance and Education
Learning Outcomes
Educational Nature of Dance
Learning Theories and Dance Learning
Careers in Dance Education
Dance Education Sectors
Contemporary Trends
Your Growth in Dance Education
Summary
Learning Aids
Chapter 8: Dance as a Multifaceted Discipline
Learning Outcomes
Dance and Other Arts
Dance and Community Arts Practices
Dance and Ability
Dance and Bodies
Dance and Writing
Embracing Dance as a Multifaceted Discipline
Summary
Learning Aids
Chapter 9: Dance and Reflection
Learning Outcomes
Reflective Practices
Purpose of Reflection in Dance
Developing a Personal Reflective Practice
Summary
Learning Aids
Part III: Dance on Campus
Chapter 10: Technique and Movement Courses
Learning Outcomes
Types of Technique and Movement Courses
Approaches to Technique and Movement Courses
Feedback in Technique and Movement Courses
Technique and Movement Courses Off Campus
Your Approach to Technique and Movement Courses
Summary
Learning Aids
Chapter 11: Creative, Compositional, and Performance Courses
Learning Outcomes
Types of Creative, Compositional, and Performance Courses
Approaches to Creative, Compositional, and Performance Courses
Feedback in Creative, Compositional, and Performance Courses
Additional Creative, Compositional, and Performance Opportunities
Your Approach to Creative, Compositional, and Performance Courses
Summary
Learning Aids
Chapter 12: Contextual Courses
Learning Outcomes
Types of Contextual Courses
Approaches to Contextual Courses
Feedback in Contextual Courses
Additional Opportunities to Expand Your Contextual Knowledge
Your Approach to Contextual Courses
Summary
Learning Aids
Chapter 13: Personalizing Your Campus Dance Education
Learning Outcomes
Opportunities for Individualized Instruction
Collaborating With Your Peers
Acquiring Practical Skills and Tools
Building Your Bridge
Summary
Learning Aids
Part IV: Your Dance Future
Chapter 14: Sustaining Your Engagement With Dance
Learning Outcomes
Meeting the Demands of a Career in Dance
Preparing for Your Postgraduation Life
Drafting a Plan and Creating Habits
Summary
Learning Aids
Chapter 15: Glimpsing Your Future in Dance
Learning Outcomes
Your Dance Journey
Mapping Your Dance Future
Summary
Learning Aids
Karen Schupp is an assistant professor of dance in the Herberger Institute School of Film, Dance and Theatre at Arizona State University. Her creative work includes self-portraiture, interdisciplinary dances, and conceptual works for nondancers and has been supported by the National Endowment for the Arts, the State of Arizona, and the United States Artist Project. Her scholarly research, which has been published in multiple journals, addresses innovative pedagogical practices and curricula in postsecondary dance education. She holds a master of fine arts in dance from Arizona State University and a bachelor of arts in dance from the State University of New York at Buffalo.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
The differences Between High School and College Learning
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
One of the most exciting, and sometimes intimidating aspects of starting college is the realization that college-level work is more challenging than what you experienced as a high school student. In college, the majority of your learning time is spent outside of the classroom, and you - not your teachers - are primarily responsible for what you learn. Recognizing how high school and college learning differ can help you develop strategies for success so that you can meet these new expectations.
In high school, you spent about 40 hours per week learning; about 30 of those hours were at school and 10 hours were spent on homework. In college, you will likely still spend about 40 to 45 hours per week learning but only 15 to 25 hours in class. To put it another way, at most campuses, a 3-credit-hour, semester-long course comes with the expectation that students will spend 9 hours a week on that course. If the course meets twice a week for 1.5 hours each session, students should expect to spend about 6 hours a week on homework, studying, reviewing movement phrases, and creating work. Although the overall time spent learning does not change that much from high school to college, the ratio of in-class to out-of-class learning can change substantially. Unlike in high school, where teachers planned most of your learning time, you are now responsible for organizing the majority of your learning time. Understanding and acting on this change in responsibility is one of the best things you can do to ensure that you flourish while studying dance on campus.
Differences exist also in how in-class time is used. In college, professors expect that everyone has competed the assigned readings, creative projects, and homework before coming to class. If you come to class unprepared, it is unlikely that the professor will set aside class time for you to catch up, so it is essential that you are prepared for each class. Additionally, class time will mostly be dedicated to building on previously established knowledge, discussion, and applications of new material, so failure to complete assignments, projects, and readings can quickly set you back. Although the learning expectations are different in high school and college, you can succeed if you stay on top of assignments and readings and seek assistance as needed.
Because the format and expectations of learning in college are different from high school, you may need to refine some of your study habits. Understanding critical thinking and knowing and how to actively read texts, effectively take lecture notes, strengthen your writing, and alleviate assessment anxiety will help you better engage in your learning and empower you toward academic success.
Critical Thinking
Critical thinking involves the examination of thought and how arguments are presented. When critically thinking, the purpose, assumptions, reasoning, implementations, and consequences of an argument are actively considered. Critical thinking requires you to go beyond simple memorization of facts, movements, and acquisition of skills and to examine how the information is constructed and applied. The ability to critically think will both be cultivated by and required for studying dance on campus. You will have many opportunities to practice this in all of your coursework.
Active Reading
You may find that college requires much more reading in both your dance and general education courses than high school, and that much of the information you need to learn about a topic is initially presented in readings instead of being explained by your professors. Therefore, the ability to actively read is beneficial to your overall learning. Active reading requires you to create a dialogue with what you are reading. Asking the text questions and trying to answer them can help you pull out essential information, more readily connect that information to your own experience, and practice critical thinking. You might start by asking yourself some pre-reading questions, such as What is the topic? and What do you know about it? to help you situate your current understanding. Then, it could be beneficial to identify and then define unfamiliar terms and somehow indicate the thesis of the reading so that you can readily refer to them. As much as possible, resist the urge to highlight text; instead, make notes or comments in your own words that summarize the text, provide commentary, or ask questions. As questions arise, it might be helpful to write them in the margins of printed reading materials or to annotate electronic formats using the "comments" or "notes" feature, and then to answer them in a notebook or a separate electronic document. Writing a summary, devising your own practice exam questions, and teaching what you have learned to someone else are excellent ways to synthesize what you have read. All of these pointers keep you active in and responsive to your reading, increase your reading comprehension, and prepare you well for class.
Effective Note Taking
Taking notes in class is a useful way to retain essential information, clarify questions that have come up in the readings, track what you are learning in a course, remember movement phrases and choreography, and critically participate in a lecture. Although note-taking methods vary, there are some common tips on taking effective notes, and they are discussed here. Before class, make sure that you are prepared. This means that you have completed the assigned readings, you have reviewed your notes from the previous class, and you have the required materials for taking notes. When you get to class, sit or stand toward the front of the classroom, where fewer distractions are likely, and come to class with an enthusiastic attitude. Start each lecture's notes on a separate page, date the notes, and leave room in your notes to add additional information later. During class, listen and watch the speaker very carefully. He or she will often give clear clues about what information is essential. Listen to the introduction so that you can hear the outline of the lecture. Be brief in your note taking. Whenever possible, take notes in your own words instead of trying to write down each word a speaker says. If something is written on the board or presented in slides, write it down. Often professors use the board and digital presentations to emphasize key points in a lecture. Pay special attention to the summary, and at the end of class ask questions about points you are unclear about. After class, review your notes soon, and take some time to match your lecture notes with your reading notes. It may be helpful to review your notes regularly - perhaps weekly - so that you are continuously scaffolding your learning and are prepared for any upcoming exams or papers. When you view note taking as a way to stay engaged in classes and to connect your in-class and out-of-class learning, you can learn as much as possible in each class.
Writing
In college, writing takes many forms and purposes. You may be required to complete research papers and analytical essays in which you analyze a given text, argumentative essays in which you have to articulate an informed opinion on a given topic, synthesis essays in which you synthesize information from various sources, summative essays in which you summarize an article, reflective essays in which you reflect on an experience, and research papers. In most cases, professors view the act of writing as an essential component of your learning. In college, writing is a way for you to better comprehend and critically think about a topic. Just as it is important to stay invested in your reading and note taking, it is critical to stay engaged in the act of writing. Perhaps you can start with some prewriting exercises where you use free-writes, brainstorming, and pictures to generate idea. You might use index cards to jot down ideas from outside resources so that you can experiment with different ways of organizing your ideas. After you have gathered your thoughts, you want to schedule enough time to complete at least two drafts, which you can revise based on feedback from yourself, peers, or teaching assistants. As you edit each draft, you want to be sure to proofread. Some proofreading approaches include reading the paper aloud, having someone else read it to you, and using your computer's spell-checker. You also want to read your paper to ensure that your ideas are well organized and that your thesis or argument is clear and connected to the assignment's prompt. Your thesis should be clearly stated and supported with ample evidence and examples. To help with this, you can think of each paragraph as a place to make a point, explain your point, and provide an example. The introduction and conclusion, which are essential parts of each type of essay, should provide cohesion to the essay. Finally, be sure that your paper is properly formatted, includes your name and the essay's title, and uses proper citation. Writing in college gives you numerous opportunities to learn more about a topic while also formulating and articulating your thoughts about a subject matter. As such, it might be helpful to view each written assignment as another way to present yourself and your ideas. This will ensure that you are putting your best work forward each time.
Alleviating Assessment Anxiety
At times, a little bit of nerves can give you an extra boost to do your best, but at other times, anxiety can be overwhelming. In addition to completing papers and projects, your learning will also be measured through tests, exams, and performance assessments as you study dance on campus. There are a few ways that you can avoid or minimize assessment anxiety. Try to avoid cramming for exams and assessments. It is better to consistently review and apply information throughout the semester so that studying for exams is an opportunity to refresh your learning. Stay engaged with your studying by asking yourself sample test questions, and then answering them with material from your readings, notes, and papers. Try to stay positive about assessments. Sometimes it is helpful to remind yourself that a test is only a test, and that there will be others. Try to avoid thinking in all-or-nothing terms, and remember that the only reasonable expectation is to try your best. Be sure to get enough rest, to eat well, and to relax. The healthier you are emotionally and physically before a test, the better you will do. On the day of the test or assessment, be sure to have breakfast, to show up to the test site early, and to avoid students who make you feel nervous. If it is a written test, review the entire exam before starting and consider reading the directions twice. For multiple choice questions, consider all the answers before selecting one, and for essays, create a short outline before starting to write. Take your time. After the assessment, reward yourself! Go to the movies, go out for lunch, and visit with friends. Usually, assessments are milestones in your learning, and completing them should be celebrated. While most assessment anxiety can be eased through proper preparation, there may be times when you need to seek additional assistance to deal with assessment anxiety. In those cases, your campus counseling center can provide strategies to assist with test anxiety.
Learn more about Studying Dance.
Interact with your campus community
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus.
Get Involved
Of course, the best way to learn about your campus and your department is to interact with your campus community. Students who are more proactive in meeting with their faculty, getting to know upper division students, and joining campus organizations have a better awareness of the expectations of their departments and campus. Additionally, getting involved in your department and campus communities is a way for you to create opportunities in your dance education.
Know Your Faculty
You will work closely with your faculty members in each dance class you take. They will design dance phrases, assign readings, create choreographic prompts, and provide a variety of learning experiences for you and your classmates. While faculty members enjoy working with students in the classroom, most are also available to meet with students outside of class time, willing to formally and informally mentor student projects, and ready to offer scholastic and career advice. It might seem intimidating to approach your faculty members about an individual meeting, but proactively connecting with your faculty can be a valuable step toward shaping your dance education and widening your dance practice.
Most faculty members are required to hold office hours. Office hours are a time set aside for individual meetings between a faculty member and a student. Few students take advantage of office hours, but taking the initiative to meet with your faculty members during their office hours helps you to get to know them (and they get to know you better, too!). Visiting your professors during office hours with questions about class material or to follow up on something discussed in class that piqued your interest demonstrates that you are curious about dance and your coursework. Meeting in person with your faculty members outside of class is a great way to learn firsthand information about your dance program.
Many dance faculty members have won awards for their work; are active as performers, choreographers, or researchers; and have occasional presentations of their work on and off campus. You may find that one of your instructors has choreographed a dance for a regional dance company, or that a professor of yours is having a book reading and signing at a local bookstore. Attending these types of events lets you learn more about your faculty members while also learning more about particular areas of dance that are new to you. Also, these events may give you new ideas about what you can pursue in your dance education.
Know Your Fellow Students
As a new student on campus, you will initially be surrounded by other new students in your dance and general education courses. You will spend a lot of time together, and friendships will quickly develop. While sharing experiences with other new students helps develop community, it is important to meet upper division undergraduate students.
Some campuses have formal and informal buddy systems in which upper division students mentor new students. The term upper division refers to coursework typically taken in the third and fourth years of college, so these third- and fourth-year students can help you navigate the academic study of dance from a student's perspective. Even if your campus does not have a buddy system, it is advantageous to connect with at least one upper division student. Upper division students will likely have plenty of tips to offer, ranging from information about how to best approach your instructors with questions to the best place to get pizza after a dance performance, so it is a smart idea to seek out their advice. Connecting with upper division students can help you feel more secure in studying dance on campus.
You can also think of meeting upper division students as a networking opportunity. If your campus does not have a formal mentoring program, look for opportunities to initiate casual conversations with upper division students at various campus events. Frequently, upper division students are more established as part-time teachers in local dance studios, choreographers and performers in department productions, and leaders in the campus community. Meeting upper division students can assist you in finding and creating enriching out-of-class experiences that enhance your dance education.
Know Your Campus Community
You will develop a close-knit community in your dance program. At the same time, it is essential that you connect to your larger campus community. All campuses have a variety of student-run organizations that allow for like-minded students to connect. Campus clubs and organizations range from academic clubs, to cultural, ethnic, and religious organizations, to associations that promote social awareness, to honor and professional societies. Chances are that if you have a specific interest, your campus has a club related to it. Getting to know students outside of dance can help create new connections in your campus community.
Additionally, meeting students from outside of dance can help generate interest about dance on your campus. As nondance students hear you talk about the value of dance, what you learn through dance, and the innovative approaches you are learning about as a dance major, they may be more inclined to attend an upcoming dance performance or even enroll in a dance class. You might find that your nondance friends have skills or interests that dovetail nicely with a particular dance focus of yours. Getting to know students outside of dance helps you learn more about different areas of study, social and cultural activities, or volunteer opportunities on campus; furthers your awareness of dance; and creates potential future collaborations.
Learn more about Studying Dance.
Depth and Breadth of your Campus Dance Education
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student.
Studying any subject on campus necessitates dedication, curiosity, and responsibility, but this is especially true for dance. Successfully studying dance on campus as a dance major, dance minor, or dance enthusiast requires you to push yourself as a student. Because dance is a versatile field, you need to fully invest and do your best work in your dance, general education, and elective courses. Equally essential is the willingness to embrace new frameworks for thinking about dance and other subjects as well as new teaching and learning methods. Approaching your studies in this way will help you create a solid bridge between your current dance understanding, developing dance interests, and prospective opportunities in dance.
Today's dance professionals are articulate movers and speakers, proficient as artists and writers, and able to apply dance-specific knowledge to other disciplines and vice versa. At the same time, dance learning cultivates multiple types of knowing and interacting with the world. Because dance involves the whole person and is a comprehensive area of study, you can expect to be challenged in numerous ways while studying dance on campus. You should expect to be challenged physically, artistically, and intellectually as you make and perform dances, write papers about your experiences relative to new knowledge, give presentations, and work individually and collaboratively in both your dance and general education courses. These multiple experiences not only mirror the expectations of working as a dance professional, they provide diverse means for you to learn about dance.
Your college education will include a combination of discipline-specific courses and general education courses. Dance and other discipline-specific courses focus on your major or minor area of interest. For students interested in dance, these courses may include technique, dance history, and choreography classes to name a few. General education courses are designed to provide a wide academic foundation. English, mathematics, humanities, and science courses are some common examples of general education courses. The ratio of discipline-specific courses to general education courses will vary depending on your degree program. It is also likely that your degree program will require elective courses. Elective courses are courses that students can select to fulfill either a general education or discipline-specific degree requirement. Successfully studying dance on campus depends on recognizing that all of your coursework, inside and outside of dance, is interrelated and relevant.
Discipline-Specific Courses
The academic study of dance examines the interconnected aspects of artistry, culture, education, history, science, entrepreneurship, and research in dance. No matter what area of dance you think you will pursue upon graduation, you must have experience with and an understanding of dance as a distinct yet broad discipline. Dance performers need to be conscious of the historical and cultural contexts of the dances they perform. Dance educators may draw on reviews of research literature, such as research about best teaching practices, new information about how to safely execute movement, or recent findings about child development, in their teaching. Community dance practitioners need to constantly reflect on how their teaching and choreographic methods relate to emerging artistic and educational trends so that their work stays relevant. As a small business owner, the private studio owner needs both marketing and business management skills. Fully investigating all areas of dance helps you achieve a wide and interwoven knowledge of dance so that you appreciate how much there is to the discipline.
Your movement and technique courses; creative, compositional, and performance courses; and context courses are the places where you will delve into dance-specific content. You will learn how to expand your movement abilities and to develop your creative voice as well as various philosophies, histories, and practices of dance. Although each course has a distinct purpose, you must recognize how these courses work together to provide you with a wide and interconnected comprehension of dance. Each dance course you enroll in, regardless of whether it immediately connects to your current dance interests, is equally important to your dance education.
General Education Courses
Balancing depth and breadth is central to any college education. Whereas your dance courses provide depth into a specific discipline, your general education courses provide you with breadth, or general knowledge. This wide understanding is important in many ways. First, these classes give you a broad educational foundation to build on within and outside of dance. For example, English courses cultivate your writing and reasoning skills, and math courses foster logical problem-solving abilities. These aptitudes can be applied in dance, other disciplines, and everyday life. Because general education courses can introduce you to new areas of study such as anthropology, psychology, women's studies, and fine arts, you may find new areas to connect to dance that will influence your dance education and future career pursuits. Lastly, regardless of your interest in dance, all successful dance professionals possess not only an incredible understanding of dance but also a keen awareness of dance's relationship to other disciplines, inside and outside of the arts, and diverse communities and cultures. In your campus dance education, this wider awareness is cultivated through general education courses.
As a dance student, you should take your general education courses just as seriously as your dance courses. The more you fully invest in your general education courses, the more apparent the connections to dance become. You may have some choice in which general education courses you take. It is to your advantage to stay open minded about what you might learn in these courses and how they relate to your evolving dance interests. The more knowledge you gain from your general education courses, the more foundational information you have to build on in your study of dance and as a young dance professional.
Learn more about Studying Dance.
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