Hierarchy in Dance Class

Identifying Self-worth through Hierarchical Position in Class

In a class situation, there is a hidden curriculum of hierarchical categorisation, and people involuntarily take on a position within that hierarchy: the regulars, the new ones, the ones who always find themselves in the front row, the ones at the back, the sneering ones, the hard working ones...

In this case, I grew aware of my advancing position and scared of loosing it at the same time. Sometimes I say to myself, I will just be at the back today, and I will not expect any attention, I will be humble and that's okay. A higher position brings with it an expected amount of attention (perhaps only imagined) by either teacher or others, and will lead to being on the look-out for signs of this attention, while trying not to appear to be so. Thus, I linked my perception of self, and self value to this perceived hierarchical position.

Making Adjustments in Choice

The hierarchical choice of the day will be made after an assessment of the understood personal skill against the competition that day in class. Adjusting hierarchical aspirations and being satisfied with less is relieving oneself from the burden of expectations of praise and attention, spacing, personal performance, which all lead to not being calm.

However, although the hierarchical position is self-perceived, others shape it through their behaviour. One might decide to be at the back satisfied with less and one will be praised, or one might be at the front and performing to the maximum and never receive a comment. This might lead to further adjustments.

Teacher Influence

The teacher can create strong momentary hierarchical positions by highlighting a performer - depending on whether this is done on true merit or on favoritism, this is momentary or becomes accepted fact.

When the teacher becomes involved in hierarchy that's where the dancers instinctively step back. Because, those stepping boldly forward with a remark or demonstration are often rebuked and put back into a humble place. The teacher in a class might choose each time who will be in front, and when this is constantly changing, no-one tries to look eager or anxious in order not to betray a pre-conceived idea of one's own standing in the hierarchy. This practice might create a forced humility in class.

Students might really work more humbly, or might cross the line and become self-conscious.

Do they feel they have been judged?

Where the teacher is more subtle, like giving feedback (as opposed to praise, space, applause or highlight) to all and sundry, hierarchy develops more naturally by itself through general mutual appreciation of skill and generosity of spirit.

Hierarchy and Exclusion

In another class, I was at the low end of the hierarchy by not being a regular and by not knowing the routine. This meant I had to work harder and mark stuff more, but many people seemed to be defending their hierarchical position as the regular group by reacting with annoyance at the inconvenience of me using space to mark and bumping into them or touching them. I started by apologizing nicely, but met with no sympathy and grounding looks. There was perpetual competition for space. I felt excluded from the group through spatial and non-verbal negative interaction. Hierarchy was here defined by knowing the settings, not dance skill, because the class was so fast and the exercises so complex that no-one mastered them completely.

Not Responding to Students' Needs: General Influence on Class

In this class the teacher perhaps had a share in the negative interaction of the group. He did not respond to the needs of the students - he went fast and did not allow the new students time for assimilation in his demonstrations. My learning needs were ignored, and the regulars/upper hierarchy - for fear of loosing their position if they would loose their mastery of the exercises - focused so frantically on getting it right that they withdrew sympathy for those who struggled and sided with the teacher as long as they were still in a position to.

This process ended in me finding my potential blocked: in subsequent easier sequences, I was not able to give everything/to unfold my full skill.

Rough drafts. Any thoughts?