Latest / Making The Impact - A Dance Competition Podcast / Why a Proper Warm Up is Crucial For All Dancers

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Why a Proper Warm Up is Crucial For All Dancers · Making The Impact - A Dance Competition Podcast

• 0:07
  SPEAKER_04: Have you ever wondered what goes on behind the table at a dance competition?
• 0:10
  SPEAKER_04: Exactly what are the judges looking for anyway?
• 0:13
  SPEAKER_04: This is Making the Impact, a dance competition podcast.
• 0:15
  SPEAKER_04: Each week we'll cover a different topic related to the world of competitive dance from the perspective of the judges behind the table.
• 0:24
  SPEAKER_04: We're all guilty of it.
• 0:26
  SPEAKER_04: Plopping into a split or a butterfly for a few minutes and calling it a warmup.
• 0:30
  SPEAKER_04: But dancers need a juicy, full-out with feeling warm-up to perform to the best of their ability.
• 0:35
  SPEAKER_04: Joining us today on the podcast are IBA judge Adrian Hicks and dance trainer Kendall Bab to school us on what makes a proper warmup for class, rehearsal, and competition.
• 0:47
  SPEAKER_05: Hey everybody, welcome to this week's episode of Making the Impact.
• 0:50
  SPEAKER_05: I'm your host, Courtney Ortiz, and I'm here, like always, with my wonderful co-host Leslie Mueller.
• 0:57
  SPEAKER_05: Hey Courtney, happy November.
• 1:00
  SPEAKER_05: Oh my gosh, it's November.
• 1:02
  SPEAKER_05: That is wild to think.
• 1:03
  SPEAKER_05: The holiday season is almost here.
• 1:06
  SPEAKER_05: It's upon us.
• 1:07
  SPEAKER_04: It's in its time.
• 1:08
  SPEAKER_04: It's time for all the nutcrackers and all the holiday shows.
• 1:10
  SPEAKER_04: And, you know, hopefully everybody is well into, you know, some really good technique classes at the studio and maybe beginning just a little bit of choreography.
• 1:18
  SPEAKER_05: Yeah.
• 1:18
  SPEAKER_05: Oh my gosh.
• 1:19
  SPEAKER_05: I'm sure.
• 1:20
  SPEAKER_05: I, you know, we've talked about it before.
• 1:22
  SPEAKER_05: I feel like that the studios just start getting that choreography done earlier and earlier every year.
• 1:27
  SPEAKER_05: So I'm sure that at least for competition choreography, that's done and probably cleaned already at this point.
• 1:34
  SPEAKER_05: Maybe already competed at a convention in early competition.
• 1:38
  SPEAKER_04: People like to jump the gun.
• 1:39
  SPEAKER_04: So but, you know, speaking of starting to work on choreography really early, I love that we're doing this episode right now.
• 1:46
  SPEAKER_04: Um, we're about to talk about the importance of a good warm-up.
• 1:50
  SPEAKER_04: And that's something I feel like studios kind of start to forget about uh as we get more into rehearsing pieces and learning choreography, and we kind of just jump into things and we forget about the technique.
• 2:00
  SPEAKER_04: We just want to start working on the dance.
• 2:02
  SPEAKER_04: And we can't forget that the warm-up has got to be a part of everything from the beginning.
• 2:07
  SPEAKER_05: Oh my gosh, it's such a good point, and it's so true.
• 2:10
  SPEAKER_05: I mean, thinking about those like Saturday rehearsals, and it's like, okay, there's no warmup, we're just starting.
• 2:16
  SPEAKER_05: Let's remember to do 5678.
• 2:18
  SPEAKER_05: Yeah.
• 2:19
  SPEAKER_05: You know, we gotta make sure those warmups exist, everybody, and we're gonna talk all about that today.
• 2:24
  SPEAKER_05: And I can't wait, it's gonna be a great episode.
• 2:26
  SPEAKER_05: So before we jump into our episode, we want to tell you a little bit more about our sponsors who help support our podcast.
• 2:33
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• 2:36
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• 2:42
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• 3:29
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• 3:41
  SPEAKER_04: And we need to talk about something serious.
• 3:43
  SPEAKER_04: Dancer injury rates are staggering.
• 3:46
  SPEAKER_04: Dancers have twice the injury rate from the knee down as football players.
• 3:50
  SPEAKER_04: Football players! That's crazy! The majority is due to overuse and inflammation.
• 3:54
  SPEAKER_04: If you spent as many years as I did as a dancer, I'm sure you all know it can produce long-term chronic aches, pains, and injuries because of the nature of dance, lack of rest, and time spent training.
• 4:04
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• 4:09
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• 4:10
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• 4:23
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• 4:30
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• 4:43
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• 4:48
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• 4:52
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• 5:00
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• 5:03
  SPEAKER_05: All right, everybody, and you've heard us tell you about our Platinum Premium subscription.
• 5:07
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• 5:11
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• 5:13
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• 5:22
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• 5:27
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• 5:33
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• 5:46
  SPEAKER_05: And we want to give a shout-out to some of our recent subscribers who have joined us at the Platinum Premium membership.
• 5:53
  SPEAKER_05: First up is Abby, a dance parent from Develop A Dance Company in Ohio, and Jill Livingston, a studio owner of Live Dance Company in Manitoba, Canada.
• 6:03
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• 6:05
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• 6:16
  SPEAKER_05: All right, everybody, it's time to talk all about that beautiful thing called a warm-up today that is so crucial to every single dancer.
• 6:24
  SPEAKER_05: And we have two very special guests joining us on the podcast for this episode.
• 6:29
  SPEAKER_05: First up, I'm excited to welcome a brand new guest to the podcast.
• 6:33
  SPEAKER_05: I had the pleasure of meeting her and working with her last year, about a year ago today.
• 6:38
  SPEAKER_05: We work together in North Dakota, and I love what she is offering to our dance world.
• 6:43
  SPEAKER_05: So I'm excited to welcome Kendall Babb to the podcast.
• 6:46
  SPEAKER_05: Welcome, Kendall.
• 6:47
  SPEAKER_01: Thanks for having me.
• 6:48
  SPEAKER_01: I'm excited to be here.
• 6:50
  SPEAKER_05: Yeah.
• 6:51
  SPEAKER_05: And Kendall, you have such an awesome Instagram platform where you are sharing so many tips and great knowledge when it comes to injury prevention and safe stretching practices and strengthening.
• 7:03
  SPEAKER_05: It's awesome.
• 7:04
  SPEAKER_05: And I knew that you would be such a great guest to contribute to this chat about warming up today because obviously you I'm sure you have a lot to say, and I can't wait to hear it.
• 7:13
  SPEAKER_05: So thank you.
• 7:15
  SPEAKER_05: So thank you so much for uh contributing so much to our dance world.
• 7:19
  SPEAKER_05: And if you wouldn't mind just telling the listeners out there a little bit more about you, where you're originally from, what your training's like, and what you're working on now.
• 7:27
  SPEAKER_01: Yeah, so I uh I grew up in Texas actually.
• 7:30
  SPEAKER_01: So I did all the styles ballet, tap, jazz, modern, lyrical, all those things, but I also did Texas High School drill team, which if you're familiar, is a lot of precision movements, very like structure, structured, very technique based.
• 7:45
  SPEAKER_01: And so that's where a lot of my like movement style comes from.
• 7:48
  SPEAKER_01: And I went to Cal State Long Beach and uh received my degree in dance science from there.
• 7:54
  SPEAKER_01: And that's when I kind of fell in love with uh fitness and how it can really help you become a better dancer, not just preventing injuries, but feel more confident going into classes or auditions, um, knowing your body's limitations, knowing your strengths, and being able to uh work within those needs and actually become better at your skills.
• 8:13
  SPEAKER_01: So um that kind of inspired me to become a personal dance trainer, um, certified personal trainer and Pilates instructor.
• 8:21
  SPEAKER_01: And um, from there went on to get my master's degree in dance science and really dive deeper into the research world and how I can even even further make an impact in dance science just from a larger scale.
• 8:33
  SPEAKER_01: But now I have my own business working with dancers and really focusing on uh competition dancers who are struggling with their warm-ups, for instance.
• 8:42
  SPEAKER_01: And so I'm really excited to talk about that today because that is quite literally the foundation and the easiest way to start incorporating strength training into your routines.
• 8:52
  SPEAKER_01: So I'm excited to talk about all of that.
• 8:55
  SPEAKER_05: Yeah, me too.
• 8:56
  SPEAKER_05: I cannot wait to dive into this episode with you.
• 8:59
  SPEAKER_05: So thank you so much for joining us today.
• 9:02
  SPEAKER_05: All right, and our next guest is a returning guest to our podcast.
• 9:05
  SPEAKER_05: But it's been a while since they've been here, if you can believe season one, episode six, y'all.
• 9:12
  SPEAKER_05: It's been a minute.
• 9:14
  SPEAKER_05: And we're on episode 118.
• 9:16
  SPEAKER_05: So whoa.
• 9:19
  SPEAKER_05: And that was our choreography episode, is where this IDA judge joined us last time.
• 9:25
  SPEAKER_05: I'm excited to welcome back Miss Adrian Hicks to the podcast.
• 9:28
  SPEAKER_03: Welcome.
• 9:29
  SPEAKER_03: Thank you.
• 9:30
  SPEAKER_03: Happy to be back.
• 9:31
  SPEAKER_03: It has been a minute.
• 9:32
  SPEAKER_05: It has been a minute, and that was such a great episode that you were on.
• 9:36
  SPEAKER_05: That was also alongside Joey Ordellani, and we just kind of talked about just choreography for competition in general, and it's a really great listen.
• 9:46
  SPEAKER_05: So, listeners, go check it out.
• 9:48
  SPEAKER_05: Listen to Adrian's other episode.
• 9:50
  SPEAKER_05: Yeah, back from the beginning.
• 9:53
  SPEAKER_05: Well, Adrian, I'm excited to have you here.
• 9:55
  SPEAKER_05: Thanks for squeezing us into your schedule in-between classes teaching at your university.
• 10:00
  SPEAKER_05: And I know you're gonna have a lot to contribute to this episode.
• 10:03
  SPEAKER_05: So if you wouldn't mind refreshing everyone's memory a little bit more about you, where you grew up, your training, your credits, and what you're doing now.
• 10:12
  SPEAKER_03: Yeah, sure.
• 10:13
  SPEAKER_03: So I'm from Alabama originally.
• 10:15
  SPEAKER_03: I went to school in New York at the Fordham Ailey BFA program.
• 10:18
  SPEAKER_03: I grew up uh competing, hardcore competition team for sure, but also uh with a pre-professional ballet company.
• 10:25
  SPEAKER_03: So kind of got the best of both worlds.
• 10:27
  SPEAKER_03: And then high school, graduated high school, moved to New York, went to the uh Ailey Fordham BFA program, and then super full circle moment, now in my life.
• 10:37
  SPEAKER_03: At that point, I was approached by the Chancellor of Troy University in Alabama to come back and start a dance program, which is the very dance program I teach for today.
• 10:47
  SPEAKER_03: So I went back, yeah, super fun to be back.
• 10:50
  SPEAKER_03: So anyway, I went back to Alabama and helped start a dance program in 2008, then graduated, moved to New York, uh, danced with a company called Illuminate, danced with a company called Bad Boys of Dance, had actually hip and ankle surgery, which fits right into this conversation because I was not warming up properly and uh moved back to uh Alabama to start teaching in I think 2016 or 2017, maybe 2017.
• 11:20
  SPEAKER_03: I also went back and got my master's in choreography.
• 11:23
  SPEAKER_03: And this is my, I believe, fourth year teaching as a full-time lecturer at Troy University.
• 11:28
  SPEAKER_03: So all around the world to come back home, but I love it.
• 11:31
  SPEAKER_05: Yeah.
• 11:32
  SPEAKER_05: That's awesome.
• 11:33
  SPEAKER_05: And I mean, really, truly full circle.
• 11:35
  SPEAKER_05: How great.
• 11:36
  SPEAKER_05: And do you love being back home?
• 11:38
  SPEAKER_05: Like, did you think you were going to end up back in Alabama?
• 11:41
  SPEAKER_03: You know, I don't think so.
• 11:42
  SPEAKER_03: In fact, when I applied for college, I only played applied for Juilliard, Fordham, and NYU.
• 11:48
  SPEAKER_03: That's it.
• 11:48
  SPEAKER_03: I was like, if I don't get into my New York.
• 11:53
  SPEAKER_03: But uh, I moved away from home when I was 13 to dance with a I'm from a very small town, and at the time we did not have a great dance studio.
• 12:00
  SPEAKER_03: So by the time I was in the eighth grade, I was the best one here and I was not good.
• 12:05
  SPEAKER_03: So I moved uh as a freshman in high school to um live with my dance teacher in a different town and trained at a much stronger studio, which is where I started working with the the ballet company and the competition team.
• 12:17
  SPEAKER_03: So I had been away from home since I was 13 and was back here for college, but you know, college, you're on your own.
• 12:23
  SPEAKER_03: And then I moved to New York.
• 12:24
  SPEAKER_03: So I'm actually like at a point in my life now where I'm really happy to be back close to family.
• 12:30
  SPEAKER_03: My dad is much older, and it's just I live on a farm now with 26 animals.
• 12:35
  SPEAKER_03: Like I just, yeah, I'm all about it.
• 12:39
  SPEAKER_03: I love being back.
• 12:40
  SPEAKER_05: I I honestly I love following your Facebook post with all the animals.
• 12:45
  SPEAKER_05: There's because it's always something.
• 12:47
  SPEAKER_04: It's either like the horse or the dog or the or the dance company.
• 12:52
  SPEAKER_04: And it's like what's what's going on in Adrian's life today?
• 12:55
  SPEAKER_03: I this has nothing to do with this podcast, but I woke up two days ago, you guys, to an entire herd of goats in my horse pasture that I've never seen before in my life.
• 13:03
  SPEAKER_03: They just weren't there.
• 13:05
  SPEAKER_03: Yep.
• 13:05
  SPEAKER_03: Just where they come from.
• 13:06
  SPEAKER_03: Just there they were.
• 13:07
  SPEAKER_03: When did you get here?
• 13:08
  SPEAKER_03: Yeah.
• 13:08
  SPEAKER_03: Life in Alabama.
• 13:10
  SPEAKER_05: Something's fun.
• 13:13
  SPEAKER_05: I love it.
• 13:14
  SPEAKER_05: That is so great.
• 13:16
  SPEAKER_05: Well, we're happy to have you back and can't wait to jump into this one, y'all.
• 13:21
  SPEAKER_05: Let's talk about warming up today.
• 13:23
  SPEAKER_04: Warming up.
• 13:24
  SPEAKER_04: Well, we kind of mentioned at the very beginning that this is like, I feel like this time of year onwards is when the warm-up just gets lost.
• 13:33
  SPEAKER_04: You know, we start out the season really making sure, okay, we're gonna come to class, we're gonna do our warm-up, we're gonna do across the floor, we're gonna do progressions, we're gonna do, and then by this point, everybody's like, we're gearing up for the holidays, everybody's a little tired, everybody's missing class because they have a band performance or whatever.
• 13:47
  SPEAKER_04: And people are like, just go stretch and let's dance.
• 13:51
  SPEAKER_04: Why do we have to avoid that, y'all?
• 13:54
  SPEAKER_04: For many reasons.
• 13:55
  SPEAKER_04: Give me any, any reasons.
• 13:58
  SPEAKER_01: A lot of the kids don't even know what to do.
• 14:00
  SPEAKER_01: Or they just copy what they what their teacher would do, or they or they don't even warm up at all and they just talk with their friends, which like I mean, I'm guilty.
• 14:10
  SPEAKER_01: I've I've done that too.
• 14:11
  SPEAKER_01: Like, that sounds fun.
• 14:12
  SPEAKER_01: Like we're having extra time, like taking away from class, like my as well.
• 14:17
  SPEAKER_01: But it's like then you're not you're just not setting your your body up for success when you actually go into rehearsal or whatever class you're taking.
• 14:25
  SPEAKER_03: Yeah, I feel like to add on to what Kendall just said, I feel like teaching at a university, I uh get them as freshmen, you know, and very rarely do they come in as freshmen having really any sense of what an actual warm-up is, you know.
• 14:42
  SPEAKER_03: And I think I think kids can get away with it when they're younger because your body is so much more pliable and and just resistant to injury and you're just young and sprightly.
• 14:50
  SPEAKER_03: But uh the body is still, it's still receiving that damage, even though like maybe it doesn't feel like it because you know you're 13 and gumby.
• 14:59
  SPEAKER_03: But then by the time they get here to college, it's it's like we're starting brand new with injury prevention and warm-up and cool down.
• 15:09
  SPEAKER_03: And it's like none of that information comes with them, you know?
• 15:13
  SPEAKER_03: So it's it's very interesting to see how much they've kind of gotten away with, I guess, throughout their life and not having to think about what a warm-up is.
• 15:23
  SPEAKER_03: Or they come in and they're like, you know what, this is hurting me and this is hurting me.
• 15:26
  SPEAKER_03: And I'm like, well, what did you do before you did your first set of plis?
• 15:29
  SPEAKER_03: They're like, Well, I walked in and I'm like, okay, well, there you go.
• 15:32
  SPEAKER_03: Like that, that is the reason.
• 15:35
  SPEAKER_03: So yeah.
• 15:36
  SPEAKER_03: This is a reason.
• 15:37
  unknown: Yeah.
• 15:37
  SPEAKER_05: Well, that's really great what you just said.
• 15:40
  SPEAKER_05: I kind of want to bounce off of that, Adrian, because like that in that example, I'm thinking of ballet class, what you just referenced.
• 15:48
  SPEAKER_05: Like, well, what did you do before you walked into ballet class?
• 15:50
  SPEAKER_05: Whereas like ballet isn't, isn't ballet class the warm-up?
• 15:54
  SPEAKER_05: Isn't that, isn't the bar going to warm me up?
• 15:58
  SPEAKER_05: But like, maybe not.
• 16:00
  SPEAKER_05: Not for everyone, at least.
• 16:02
  SPEAKER_05: So, like, what would you suggest, or do you guys have any recommendations on what they should be doing before that very first plie, like you mentioned?
• 16:11
  SPEAKER_03: Kindle probably has a lot more like scientific examples that I'm gonna definitely let her chime into.
• 16:18
  SPEAKER_03: But for me, I uh I tell my students most of the time they have belly at 9 a.m.
• 16:24
  SPEAKER_03: And so I tell them that like 8:40 is you're late for class.
• 16:29
  SPEAKER_03: And I just think that it's so important, and it's so much more important as you get older.
• 16:33
  SPEAKER_03: I joke with my students all the time.
• 16:35
  SPEAKER_03: I'm about to be 35, and I'm always like, you guys, I can't do a ton do without like a 45-minute warm-up.
• 16:39
  SPEAKER_03: So the fact that you're about to walk in and do a whole class and you've done nothing, like absolutely not.
• 16:44
  SPEAKER_03: But but I'm a big believer in something that gets the blood flowing.
• 16:47
  SPEAKER_03: I'm a huge believer in rolling out, like a huge believer.
• 16:51
  SPEAKER_03: I have all the different rollers, feet rollers, hand rollers, foam rollers.
• 16:55
  SPEAKER_03: But uh, I had an anatomy teacher for dance at Fordham when I was a freshman explain it to me this way, and it has stuck with me forever.
• 17:02
  SPEAKER_03: She said, Your muscles, before your blood starts flowing, your muscles are like a frozen piece of chicken breast in the freezer.
• 17:09
  SPEAKER_03: And so if you try to stretch them, they're just gonna break.
• 17:13
  SPEAKER_03: And she was like, you have to like thaw out the chicken breast, and that's what getting the blood flowing and like getting the heart rate going and all of that is doing to the muscles.
• 17:22
  SPEAKER_03: And I kid you not, oh, I'm almost 35, and that was a freshman in college, and that example never has left my brain, just that frozen chicken breast breaking it out.
• 17:31
  SPEAKER_03: So, anyway, I'm just a big fan of like the planks and the jumping jacks and the clamshells and the theraband exercises and the rolling out and and all of that that is just you know getting the blood flowing without like sitting in a straddle split split or you know, like so.
• 17:47
  SPEAKER_03: Anyway, those are just kind of like my pre, especially in the morning.
• 17:51
  SPEAKER_03: I'm also a patriot of layers, like all the layers in the world, but that's also because I'm old.
• 17:56
  SPEAKER_03: But anyway, yeah.
• 17:58
  SPEAKER_03: So so that's my my take.
• 18:00
  SPEAKER_01: Yeah, I think that chicken breast example is interesting.
• 18:03
  SPEAKER_01: I haven't heard of that actually, and um, you know, there's some truth to it that like you, you know, I mean, and it should be said that like that's it's it's that's not actually going to happen to your muscles.
• 18:14
  SPEAKER_01: Like it's not like you go in and like immediately do a stretch and your muscles are cold.
• 18:18
  SPEAKER_01: It's like it's like just it's not as literal as it sounds, but it is a good example that like there's an increased potential of like injury when you are just going in and like immediately going into the slits, which I hear about that happening all the time.
• 18:33
  SPEAKER_01: And I'll probably talk more about that later.
• 18:35
  SPEAKER_01: But the um like blood flow to the muscles, just like getting the whole body physically warm is like the very first step.
• 18:42
  SPEAKER_01: And I feel like that is like the bare minimum.
• 18:46
  SPEAKER_01: If you're not gonna do anything else, if you're just gonna go right in and stretch, at least do like 50 jumping jacks and like squats or something, you know?
• 18:54
  SPEAKER_01: So like I teach warmups in four steps, and like what I learned in my um like personal training certification as well is like first just like warming up the body and increasing the heart rate, and like for literally that same reason of like getting the blood flowing through the body to like all parts, and then from there, like activating major muscle groups.
• 19:12
  SPEAKER_01: So that's where like the planks, the glute bridges, clamshells, what else, squats, lunges, all of those things come into play too.
• 19:19
  SPEAKER_01: And I feel like that's the part where a lot of dancers struggle with because planks are hard and glute bridges and glute bridges hurt their lower backs, or like lunges are just difficult.
• 19:31
  SPEAKER_01: So I feel like that's the part that kind of gets skipped out on, and then um the mobility kind of comes after that.
• 19:37
  SPEAKER_01: So that would be more of like maybe like the foam rolling or like some cat and cow, like ankle circles, arm circles, whatever, whatever it is too.
• 19:45
  SPEAKER_01: I feel like the traditional dance warm is like maybe start with those circles and then go right into stretching.
• 19:52
  SPEAKER_01: At least that's how it was for me.
• 19:54
  SPEAKER_01: And like that is the like increased blood flow.
• 19:57
  SPEAKER_01: And like, yeah, it is increasing blood flow to those areas if you're doing like ankle circles and because you're moving those muscles, but you know, it's not it's it's not as as effective as it could be to like major muscle groups too.
• 20:09
  SPEAKER_01: Major muscle groups meaning like your abdominals, your glutes, your quads, like muscles that you know you're going to be using in class and that produce a lot of like power.
• 20:19
  SPEAKER_01: Because I feel like you know, you can never go wrong with warming up the glutes.
• 20:22
  SPEAKER_01: I mean, like you don't, not necessarily like your ankles or your wrists, but like like you, you know, it you are gonna use dance as a full body sport, like you're going to be using all of these muscle groups.
• 20:33
  SPEAKER_01: So, and then and then from there, actually like preparing for what you're gonna do in class.
• 20:37
  SPEAKER_01: So if you are walking into class or a rehearsal and you know that the rehearsal has a ton of floor work in the choreography, then you should probably do some like shoulder stability exercises or like maybe some handstands, things like that.
• 20:52
  SPEAKER_01: Or if you are gonna go into ballet, you're probably gonna do a plie at some point.
• 20:56
  SPEAKER_01: You're probably gonna do a tondu at some point.
• 20:59
  SPEAKER_01: So, how are you like warming up for for that?
• 21:02
  SPEAKER_01: Um, because I hear a lot of dancers too say, like that biggest objection is, well, I don't know what we're gonna do in class.
• 21:08
  SPEAKER_01: I don't know what the teacher has planned.
• 21:09
  SPEAKER_01: It's like, well, the the style, look at the style, or if you've taken that class before, like what does that teacher normally do?
• 21:16
  SPEAKER_01: And kind of paying attention to those patterns too is important.
• 21:18
  SPEAKER_01: So breaking it down into those four steps is usually how I teach it.
• 21:22
  SPEAKER_01: And that's how I do my own warmups, not just for dance, but also for if I'm gonna do a workout or any sort of like physical activity, just starting with those basics.
• 21:32
  SPEAKER_04: Yeah, and I think it can, no matter what you're doing, you must do something beforehand.
• 21:37
  SPEAKER_04: You know, if if the complaint is, I don't know what the teacher's gonna do, literally do anything because doing nothing is worse, right?
• 21:44
  SPEAKER_04: Like if all you're gonna do is roll your ankles and roll your wrists, like at least do that, you know.
• 21:48
  SPEAKER_04: But like do more because I think that it's called a warm up for a reason.
• 21:53
  SPEAKER_04: You have to get warm.
• 21:54
  SPEAKER_04: You know, you should be a little, a little sweaty by the time you finish your 50 jumping jacks and you're like, you know.
• 22:00
  SPEAKER_04: Walking lunges across the floor and whatever else you're doing that's moving your body in those ways.
• 22:04
  SPEAKER_04: Because you know, physically being cold and dancing is not the jam.
• 22:08
  SPEAKER_04: That's that there's your chicken breast done.
• 22:12
  SPEAKER_04: I love that chicken breast.
• 22:14
  SPEAKER_04: I know it's really stuck with me.
• 22:16
  SPEAKER_04: I love the overdramaticness of it because it is.
• 22:18
  SPEAKER_04: It's like, no, it's not gonna happen.
• 22:20
  SPEAKER_04: But I love like the hyperbole of it all because that's gonna scare you into doing a warm-up.
• 22:24
  SPEAKER_05: Right.
• 22:25
  SPEAKER_03: Stuck with me.
• 22:26
  SPEAKER_03: It worked.
• 22:27
  SPEAKER_05: Right.
• 22:28
  SPEAKER_05: I think that the something that immediately comes to mind, even when even talking about like the example, Kendall, that you said of like, well, what what style class is it?
• 22:38
  SPEAKER_05: Like what are you getting yourself prepared for?
• 22:40
  SPEAKER_05: Like if we're doing floor work, we should do some core activation, we should do some shoulder stabilization.
• 22:46
  SPEAKER_05: Like, I think that's so smart and so clever.
• 22:49
  SPEAKER_05: And I think it's really important for teachers to know that it's your class, it's your lesson plan.
• 22:57
  SPEAKER_05: You know what your goal is when you start that class.
• 23:00
  SPEAKER_05: Or, all right, we're gonna work on a floor work today, but oh, you know, no time for a warm-up and no, no time to get our shoulders prepped and able to really support us, or no time to activate that core.
• 23:12
  SPEAKER_05: Uh, no, y'all, we gotta.
• 23:14
  SPEAKER_05: Like you have to.
• 23:15
  SPEAKER_05: It's and I don't know.
• 23:16
  SPEAKER_05: I mean, even at the bare min, if if a dancer is coming from another class where, like, quote unquote, they're warmed up already, right?
• 23:23
  SPEAKER_05: And there's we don't need another warm-up for this class.
• 23:26
  SPEAKER_05: At the very minimum, if you know you're you're going to be focusing on something like warm-up, well, let's drop and let's do this exercise to just get us ready.
• 23:34
  SPEAKER_05: Like, that's part of the teaching aspect and at the same time still warming them up for what's to come.
• 23:40
  SPEAKER_05: So I think that there's a there needs to be a little bit more responsibility on the teacher's end to kind of, you know, for those dancers that will say, Well, I don't know what we're gonna we're about to do, then the teacher needs to make sure they're providing that to them.
• 23:54
  SPEAKER_05: And then next time they will know.
• 23:56
  SPEAKER_05: They will know, oh, well, if we're doing, we're doing uh floor work, then I know that my teacher told me that I should do this exercise to prep for that.
• 24:03
  SPEAKER_05: That's the whole point of it, is to really guide them and not just expect the dancers to always know.
• 24:09
  SPEAKER_05: I mean, I'm super guilty of just saying, oh, you, you know, go warm yourselves up.
• 24:14
  SPEAKER_05: We all are.
• 24:15
  SPEAKER_05: We as educators, we all are.
• 24:18
  SPEAKER_05: And I think it depends on the scenario because there are times on my end where I have a limited amount of time to like get guest choreography out or something.
• 24:25
  SPEAKER_05: And I'm like, I don't have time to give you a 30-minute warm-up right now.
• 24:28
  SPEAKER_05: I gotta get that's 30 minutes of choreo I could have been doing.
• 24:31
  SPEAKER_05: So I trust you as a dancer to do it.
• 24:33
  SPEAKER_05: But like if the dancers aren't really learning how to warm up in regular technique classes and in their weekly class, then like how are they gonna be able to stretch themselves or warm themselves up?
• 24:42
  SPEAKER_05: Right.
• 24:43
  SPEAKER_05: I re I corrected myself because I don't want them to just stretch themselves.
• 24:45
  SPEAKER_05: I want them to warm themselves up.
• 24:47
  SPEAKER_04: Yeah.
• 24:48
  SPEAKER_04: I would love to like that was such a good like incidental segue because I want to talk about, you know, over I don't I'm sure people have heard about this, but if you haven't, there's there's been a lot of research and a lot of talk in like even just the athletic community in general, but like the dance community about the difference between static stretching and dynamic stretching.
• 25:06
  SPEAKER_04: And I think probably when we were all growing up, we mostly static stretched, right?
• 25:11
  SPEAKER_04: Which is just like reach over to your toe and stretch your leg and stay there.
• 25:16
  SPEAKER_04: And that's how we grew up stretching.
• 25:17
  SPEAKER_04: You would just hold a stretch, right?
• 25:19
  SPEAKER_04: And then now there's more research on dynamic stretching being better for you and being better for improving and cre increasing your stamina and your stability and everything.
• 25:29
  SPEAKER_04: Um, I'd love to hear, Kendall, a little bit more about that and like better explanation than I just gave on why dynamic stretching is better and why we should be doing it more, if that's even true.
• 25:39
  SPEAKER_04: I think it's true.
• 25:40
  SPEAKER_01: Yeah.
• 25:40
  SPEAKER_01: So um just for reference, so static stretching, like Leslie said, is just getting into a stretch and holding the position for a certain amount of time.
• 25:48
  SPEAKER_01: So that's what most dancers are familiar with.
• 25:51
  SPEAKER_01: That's usually what happens in warm-ups when, or if a dancer says, like, oh, I need to stretch, I'm gonna go across the floor, and then they like drop down into like a backbend or something, which I'll talk about.
• 26:00
  SPEAKER_01: I'll talk about that.
• 26:02
  SPEAKER_01: It's like you you ideally you should not feel like you have to get into a backbend before you do a skill because you did a warm-up to help you do the skill.
• 26:12
  SPEAKER_01: So, like, why do you feel the need to like do a quick stretch and like you know, so anyway, that that is another thing to talk about with the warmups, but back to dynamic stretching.
• 26:20
  SPEAKER_01: So, dynamic stretching is when we're like moving through a joint range of motion and feeling a stretch while we are moving the body.
• 26:27
  SPEAKER_01: So that would be something like um, like bot maz across the floor would technically be a dynamic stretch because your body is moving, you're moving the hip range of motion, but you're feeling a hamstring stretch as you bring the leg up.
• 26:39
  SPEAKER_01: I'm not talking like like full bot maz across the floor for your warmup, but like even just 90 degrees or something like that.
• 26:46
  SPEAKER_01: So there has been a lot of like newer research now talking about like dynamic stretching as being part of your warmup and like actually preparing your body for whatever activity you're doing, and then for better results of increased flexibility, doing static stretching like after you're warm, like so, in this case, like at the end of class.
• 27:04
  SPEAKER_01: I do think, and this is something I've actually been thinking about the last couple weeks, it's come up for me a few times from the talk that I hear from the dance community, the it's it's almost like we've gone to the extremes, like we've completely switched it, and now everyone thinks that you can only do static stretching at the end and you can only do dynamic stretching at the beginning.
• 27:23
  SPEAKER_01: And while there's some truth to that, it's still, it's still just it depends.
• 27:28
  SPEAKER_01: I mean, that's a kind of kind of the way the way it is.
• 27:31
  SPEAKER_01: So for me, like when I explain it to um to dancers or teachers too, we have like those four steps of raising your heart rate, activating the muscle groups, mobilizing joints, preparing for the task or preparing for class.
• 27:44
  SPEAKER_01: Um, I like to include dynamic stretching as part of that last section after you've already done the activation, mobilizing the the raising your heart rate.
• 27:53
  SPEAKER_01: But it's okay to still do some static stretching in the beginning.
• 27:56
  SPEAKER_01: What we're mostly talking about is like going in and doing a full like traditional like jazz warmup where you just do like isolations and stretching, but you don't do anything else to like prepare your body to jump or to stand on one leg and turn or things like that.
• 28:11
  SPEAKER_01: So generally I would say yes, dynamic stretching is like better for your warm-up before class, but a combination of both.
• 28:18
  SPEAKER_01: Um, I read one study recently that had a combination of both and actually tested the difference between like only dynamic, only static, or combined, and the effects on like vertical jump height and things like that, like more of like performance measures.
• 28:33
  SPEAKER_01: And it actually found that the combined dynamic and static stretching protocol was the most effective in increasing vertical jump height.
• 28:40
  SPEAKER_01: And I honestly I forget what the other like parameters were, what the other like measurements were, but I found that to be really interesting because then I was looking at the difference between, okay, what is everyone saying?
• 28:50
  SPEAKER_01: And now it's like we've just gone to the other extreme, but it's still, it still just depends on the class, depends on the choreography, or it depends on your own body as well.
• 29:01
  SPEAKER_01: And that's why I always advocate for like knowing your own body and knowing your limitations, knowing like what you might need from like if you have had a past ankle injury, you might need to do more like ankle exercises before class.
• 29:14
  SPEAKER_01: So kind of everyone's different.
• 29:16
  SPEAKER_01: So I feel like that's that's where it stems from, too, is knowing your own body.
• 29:20
  SPEAKER_03: Yeah.
• 29:20
  SPEAKER_03: Yeah, no, I totally agree.
• 29:22
  SPEAKER_03: I I just this it's not maybe necessarily exactly about that, but I just uh want to really emphasize what Kendall just said about knowing your own body, because I think that that, and this kind of goes back to what you were saying earlier, Courtney, about how they're learning what a proper warm-up should be.
• 29:39
  SPEAKER_03: Because I think obviously as teachers, we want to give as much time to our students as we can.
• 29:43
  SPEAKER_03: But the reality, and especially as they get older, and especially as they go out into the professional world, if that's what they want to do, the reality of having a teacher focus on you individually is slim to none.
• 29:54
  SPEAKER_03: So the quicker that the students can really learn, like, what does my body need in this moment?
• 29:58
  SPEAKER_03: What does my body need for this contemporary class I'm about to walk into?
• 30:01
  SPEAKER_03: What does my body need for this floor work class I'm about to walk into, the faster they can learn that for themselves, the more successful they're gonna be.
• 30:08
  SPEAKER_03: And I think it's so important for them to start to understand what is different in their body than someone else's body.
• 30:15
  SPEAKER_03: You know, my back is like flat like a board, like Arabasca's 45 at its height.
• 30:20
  SPEAKER_03: And, you know, so there's a lot more in my back that I need to do to prepare to take a class because it's just not bendy and it's very less bendy now than it was 10 years ago.
• 30:32
  SPEAKER_03: So, um, like what are those things that are specific, especially past injuries, or something that you might have like felt tweak, but it's not really an injury yet?
• 30:40
  SPEAKER_03: Like, why does that need more time?
• 30:43
  SPEAKER_03: And what exactly does it need more of before you walk into class that's not going to overdo it, but it's going to help strengthen it or get it even more warm and prepared for that area?
• 30:53
  SPEAKER_03: So anyway, I just I think that's so important, that knowing your own body and and being able to, and I don't, I don't really think there's an age that's like too young to start.
• 31:03
  SPEAKER_03: I mean, maybe seven is like, I don't know that they can comprehend that.
• 31:06
  SPEAKER_03: But like, you know, once they're in middle school, high school, like you can really start to think about what your body needs differently than Sally, who's beside you, you know?
• 31:15
  SPEAKER_03: And I think that sometimes, now again, I'm in the collegiate world, but what I just am seeing when we get them as freshmen is that there's not a lot of attention to my individual body has these limitations, or I have had this past injury, and so therefore my warm-up needs to look like this.
• 31:31
  SPEAKER_03: There's just a lot of like, I know I'm supposed to do this to go to class.
• 31:35
  SPEAKER_03: And it's uh way more general than I feel like it needs to be to really set them up for success, you know?
• 31:42
  SPEAKER_04: So I think that's a good point too, again, with like our generation is now teaching the new generation.
• 31:49
  SPEAKER_04: And I think us at our age and our experience and our lived experience with having teachers who just gave something general or nothing at all because they didn't get given anything if from their teachers, like I think we as a generation have that, we have a little bit more not even sympathy is not the right word, but like understanding that your body's different than my body.
• 32:10
  SPEAKER_04: And yes, here's the warm-up, here's something you can modify, here's something I can give you that might help you better.
• 32:16
  SPEAKER_04: Like, you know, even back when we were in college, like I didn't feel that that was even an option to be like, hey, my back does because I have a very flat back as well.
• 32:24
  SPEAKER_04: There's no bend back there, never was.
• 32:26
  SPEAKER_04: But and you know, people were over there trying to pull my leg up into Arabasque.
• 32:29
  SPEAKER_04: And it's like, my back doesn't do that, thank you.
• 32:32
  SPEAKER_04: And nobody really cared.
• 32:33
  SPEAKER_04: And now it's like I do think the this generation is really benefiting from our experience of having those experiences of being pushed to something that we can't do and being given now the opportunity to teach kids in a more holistic way, I guess.
• 32:52
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• 34:14
  SPEAKER_05: So something I want to bring up before we keep going, because it's something that frustrates me that I've personally experienced when I guest teach at different studios, is it seems to me that a lot of studios jam-pack their schedules so much that there is not enough time in class for a warmup.
• 34:37
  SPEAKER_05: For example, I have taught the first class of the day, which was a jazz class.
• 34:43
  SPEAKER_05: Dancers came from school, this is their first class, and it was 45 minutes long.
• 34:49
  SPEAKER_05: Like as a teacher, I walked into that class thinking, okay, well, we have to at least 30-minute warm-up, and then what do we do for 15 minutes?
• 34:57
  SPEAKER_05: And then how is that a class?
• 34:59
  SPEAKER_05: You know, so I and and the schedule was like that because there was not enough studio space, there were too many students, and that was the only way that if they wanted to have two jazz classes a week for this group of dancers, that was that's how it was going to get in.
• 35:13
  SPEAKER_05: But aren't we doing a disservice by not being able to provide them with an a a proper class with enough time to achieve what we need to get done safely?
• 35:25
  SPEAKER_05: I think that's the most important thing.
• 35:26
  SPEAKER_05: Safely, because you really can't start a class off at 45 minutes and get them properly warmed up to be able to do the things that you want them to be achieving, like leg catch turns and sat perfectly flat side leaps and illusions and things that we want to do in jazz class.
• 35:44
  SPEAKER_05: I wouldn't even be able to do anything but a jazz walk across the floor and say, see you next week.
• 35:47
  SPEAKER_05: We're gonna work on chassis next week.
• 35:49
  SPEAKER_04: Like, you know, what do you what can you do?
• 35:52
  SPEAKER_04: And then abandon chaussets the next week and work on something else and never see a chasse again.
• 35:55
  SPEAKER_04: Cause like we covered chaussets, gotta move on.
• 35:58
  SPEAKER_05: So I think that's what like, and I I definitely know this is happening at a lot of studios because I've seen it, I've seen their schedules, I've heard about their schedules that that the warm-up is just not priority.
• 36:09
  SPEAKER_05: And I think that that's something that really needs to change in this studio mentality because now everyone's like, well, versatility matters and we need to be taking all of these different classes.
• 36:18
  SPEAKER_05: And it's like, yeah, that's true.
• 36:19
  SPEAKER_05: But like I truly believe, and I'm speaking on the jazz end, and I think this can definitely apply to lyrical and contemporary and other genres.
• 36:26
  SPEAKER_05: Like a lot of classes need to be an hour and a half.
• 36:29
  SPEAKER_05: And at the very, very minimum, the first class of your dancer's scheduled day should be an hour and a half.
• 36:35
  SPEAKER_05: That way you can have a solid warm-up at 30 minutes, and then you can actually work on technique for the next hour that's they're prepared and ready to do.
• 36:43
  SPEAKER_01: Yes.
• 36:44
  SPEAKER_01: And rant.
• 36:46
  SPEAKER_01: Yeah.
• 36:46
  SPEAKER_01: There's a couple things that come to mind just hearing you say that because I think that there's so so, first of all, I think that there's an emphasis in at least like studios, from what I've seen, that like the more classes you're taking, the better dancer you'll you'll be, and the like higher level you're at if you're taking more classes.
• 37:04
  SPEAKER_01: And I mean, if you're doing if you're taking more classes, the more at risk you of injury you have too.
• 37:10
  SPEAKER_01: And then you're not taking any classes at all.
• 37:12
  SPEAKER_01: So I mean, and then I I also hear from studios that sort of studio owners or teachers that like they've had a lot of injuries this year, or they have a lot of like ankle injuries, or you know, specific things.
• 37:24
  SPEAKER_01: And it's like, okay, well, that's not really, I mean, sometimes like acute injuries happen, like you trip and fall down the stairs, and like, or or like more chronic things happen where it's like repetitive movements are like causing long-term, like more longer-term injuries, and like that's a result of like what's happening in class, usually.
• 37:43
  SPEAKER_01: Could be like movement compensations or things like that, too, that are happening like on the individual level.
• 37:49
  SPEAKER_01: But you have to look at like what are you actually doing in class, and it may not be like just one teacher specific class.
• 37:56
  SPEAKER_01: Sometimes it might be.
• 37:57
  SPEAKER_01: Other times it's just because they're doing the kids are doing so many different things, and then they don't know how to take care of their body because like they have 30 seconds to run from one class to the other, and that class might get out late, so then they're like late to the next class, and then they don't have time to eat a snack or drink water, which is like also important for recovery.
• 38:17
  SPEAKER_01: Big deep breath, okay.
• 38:21
  SPEAKER_01: And then the other thing that comes to mind was just like warmups needing to be super long.
• 38:26
  SPEAKER_01: Like, do they need to be 30 minutes?
• 38:29
  SPEAKER_01: I think like that's a good amount of time if you're gonna do more like emphasis on some like flexibility work too, depending on the class style.
• 38:36
  SPEAKER_01: But like, could they be 20 minutes?
• 38:38
  SPEAKER_01: Could it even be 15 minutes?
• 38:39
  SPEAKER_01: And could it still be just effective, just as effective if you're doing more like compound exercises or things that are like more active stretches that will help you prepare for class.
• 38:50
  SPEAKER_01: So that's another thing to consider, like what you're actually doing in in the warmup.
• 38:55
  SPEAKER_01: If your warmup's taking like 45 minutes in an hour and a half class, because I have been in those classes where you're like, okay, are we gonna dance now?
• 39:03
  SPEAKER_01: And so, yes, the warmup's important, but like how like what you do in the warmup, I would say is like more important than like the length of the warmup too.
• 39:12
  SPEAKER_05: Great point.
• 39:13
  SPEAKER_05: And I would love for y'all to expand a little bit on how we can create warmups or what should what should happen in a 15-minute warmup versus a 30.
• 39:24
  SPEAKER_05: So if you do only have 15 minutes, then what are your go-to essentials that need to happen within that time frame to make sure the dancers are ready and prepped?
• 39:34
  SPEAKER_05: And then versus if you do have the 30, what else can we add into that mix?
• 39:40
  SPEAKER_05: Any recommendations?
• 39:42
  SPEAKER_01: I go back to like the four steps and just spending more time in those steps.
• 39:48
  SPEAKER_01: I mean, usually like for the first one of like raising your heart rate, I usually don't spend a ton of time there anyway, like a few minutes maybe.
• 39:57
  SPEAKER_01: Usually, whenever I do it, like if I'm teaching at a studio and we start with like a whole cardio sequence, they get the dancers get pretty tired.
• 40:04
  SPEAKER_01: So especially on the age level.
• 40:06
  SPEAKER_01: So like they get pretty tired and then they don't well, maybe they like it because it's different, maybe not, or they just are over it.
• 40:13
  SPEAKER_01: So I feel like you kind of have to read the room there as well.
• 40:17
  SPEAKER_01: But then like including more exercises that are uh maybe combining some like dynamic stretching and some like muscle activation.
• 40:24
  SPEAKER_01: So like the first one that comes to mind is if you do like a like if you're standing in place and you do like a back lunge, bringing one leg behind you, bend both knees, and then you stand and bot maw that back leg.
• 40:36
  SPEAKER_01: And then you go again lunge, botma, lunge, botma.
• 40:39
  SPEAKER_01: So you're doing the muscle activation and the lunge, you're doing a bit of dynamic stretching in the botma.
• 40:44
  SPEAKER_01: So you're kind of combined, starting to combine sections if you are like needing to save time and do something quickly.
• 40:50
  SPEAKER_01: And then if you have more time, I would say like assess what the dancers really need.
• 40:55
  SPEAKER_01: I feel like a lot of us go straight to, well, we have more time to like do a whole stretching sequence.
• 41:00
  SPEAKER_01: And like we all have our favorite like stretching sequence that we do.
• 41:04
  SPEAKER_01: I mean, I like used to do that as a kid.
• 41:06
  SPEAKER_01: Like, I would go home and go through like a full body stretch sequence because I thought it was fun to like be in my room with music and like teach myself a dance class.
• 41:14
  SPEAKER_01: But yeah, it was really stretching.
• 41:16
  SPEAKER_01: So like we all have we all have those those like go-to routines, but sometimes it's about like who's in the room, if you know the dancers in the room, or just making it like as comprehensive as you can if you're like if you have new people that come to your class every week, too.
• 41:32
  SPEAKER_03: Yeah, I definitely agree.
• 41:34
  SPEAKER_03: I personally, uh again, I teach at a university, so it's a little bit different situation.
• 41:39
  SPEAKER_03: Like we don't have any classes that are less than an hour and 15 minutes.
• 41:43
  SPEAKER_03: And so I understand the need for a shorter class is far more prevalent in the studio world, but but I am definitely one of those that's got a 45-minute warm-up.
• 41:53
  SPEAKER_03: But it's uh, you know, it's it's um going to encompass.
• 41:57
  SPEAKER_03: And that's that's kind of how I teach a ballet class as well.
• 41:59
  SPEAKER_03: You know, bar is going to be about 45 minutes, and honestly, I'm on the longer end of bar, so like quite often I'll will be a bar for an hour.
• 42:06
  SPEAKER_02: But I try to stick to 45 minutes.
• 42:09
  SPEAKER_03: But so much of what I include in my warm-up, which might not actually be the warmup, it's just like what we consider the warm-up part of class, is like balance work I do in my contemporary classes a lot of center floor work.
• 42:24
  SPEAKER_03: So it's got a lot of like ballet bass, but you know, maybe we're adding in some contractions and some high releases, and so we're a little bit more mobile.
• 42:30
  SPEAKER_03: Or so anyway, it it ends up being a lot more strength training and balance driven within that.
• 42:39
  SPEAKER_03: But I I don't know that that's I don't think that's necessary.
• 42:43
  SPEAKER_03: You know, like I don't think every class needs a 45-minute warm-up for sure.
• 42:46
  SPEAKER_03: That's just how I structure mine with what I teach.
• 42:50
  SPEAKER_03: But I also am really, really interested.
• 42:52
  SPEAKER_03: And again, we have, you know, ballet four days a week and contemporary four days a week, and the kids go from ballet and then straight into contemporary.
• 42:59
  SPEAKER_03: So it's a lot more, it's just very different from studio.
• 43:02
  SPEAKER_03: And I think that's another big transition to when students go from a studio setting to then studying dance in college.
• 43:10
  SPEAKER_03: It's that idea of like what it means to study dance.
• 43:13
  SPEAKER_03: It's like a a lot of repetition.
• 43:15
  SPEAKER_03: It's like we're we're actually gonna do plés every day.
• 43:18
  SPEAKER_03: It doesn't matter that you did them yesterday.
• 43:21
  SPEAKER_04: Yeah, or or in the last class you just took.
• 43:23
  SPEAKER_04: Here's some more plies.
• 43:24
  SPEAKER_03: Exactly.
• 43:24
  SPEAKER_03: You just took ballet for 90 minutes, but guess what?
• 43:27
  SPEAKER_03: We have contemporary for 90 minutes, and we're gonna do plies again.
• 43:30
  SPEAKER_04: Yeah, we are.
• 43:31
  SPEAKER_04: And and I wanted, I want to make sure that like parents especially know that, like, kind of like what Adrian just said, when when we say warm-up, like there's there's kind of two ways of thinking about it.
• 43:41
  SPEAKER_04: One way is a warm up to physicalize and physically warm your body up, it ready your muscles to do all the things you're gonna do later.
• 43:49
  SPEAKER_04: But like in a traditional jazz class, I'm gonna teach you plies.
• 43:52
  SPEAKER_04: We're gonna do a plie combo, we're gonna do a tondu combo, we're probably gonna do a fondue combo.
• 43:56
  SPEAKER_04: There's gonna be bot maz possibly in the center.
• 43:58
  SPEAKER_04: There's gonna be crunches, there's gonna To be push-ups.
• 44:01
  SPEAKER_04: There's going to be all of these other things that not only incorporate physically warming your body up, but doing some technique because that's to me is part of the warm-up for the work you're doing in the center.
• 44:13
  SPEAKER_04: So, you know, number one, you really do need an hour and a half to literally do all those things if you want a full, proper, technically based jazz class.
• 44:23
  SPEAKER_04: You can't skip any of those things.
• 44:24
  SPEAKER_04: They all matter, you know, every time.
• 44:27
  SPEAKER_04: But again, we all are talking about kind of different worlds and like in the studio world, 100% there's a 45-minute jazz class.
• 44:33
  SPEAKER_04: Right.
• 44:34
  SPEAKER_04: A lot of times for a teenager.
• 44:35
  SPEAKER_04: And you're never going to get to all those things.
• 44:37
  SPEAKER_05: So they'll never learn a real warm up.
• 44:39
  SPEAKER_05: They'll never learn a real warm-up if they never have the opportunity.
• 44:44
  SPEAKER_05: If they never have the time given.
• 44:45
  SPEAKER_04: Then Adrian gets them at Troy University and they're like, why is this 45 minutes long?
• 44:50
  SPEAKER_04: My whole class is that long.
• 44:52
  SPEAKER_04: Because that's how it is.
• 44:53
  SPEAKER_04: But I do think, you know, the the I love the four steps of the warmup to so make sure I get these right for our listeners.
• 45:00
  SPEAKER_04: Raise your heart rate, activate your muscle groups, mobilize your joints, prepare for class.
• 45:04
  SPEAKER_01: Yep.
• 45:05
  SPEAKER_01: Yeah.
• 45:05
  SPEAKER_01: I love it.
• 45:06
  SPEAKER_04: And when you say prepare for class, what does that mean?
• 45:08
  SPEAKER_04: Are you talking about?
• 45:08
  SPEAKER_04: So we're going to Miss Adrian's specific contemporary class.
• 45:11
  SPEAKER_04: We know she does a lot of A, B, and C.
• 45:13
  SPEAKER_04: That section of your warmup is going to be specified to Miss Adrian.
• 45:17
  SPEAKER_01: Yeah, pretty much what you just said too, Leslie, was about like we're going to do plies anyway, we're going to do some technique in the warmup.
• 45:25
  SPEAKER_01: That's like what that section would be.
• 45:27
  SPEAKER_01: So got it.
• 45:28
  SPEAKER_01: I'm not saying like start doing like pirouettes, but like maybe if you know you're going to work on pirouettes, then like do some single leg balance exercises, do some like RDLs, like close your eyes and balance, like that sort of stuff that is still preparing you for when you're going to go across the floor.
• 45:43
  SPEAKER_01: Nice.
• 45:44
  SPEAKER_05: Yeah.
• 45:44
  SPEAKER_05: That is great.
• 45:46
  SPEAKER_05: I'm glad we talked about this, you guys, because it's just something that I've been noticing a lot.
• 45:50
  SPEAKER_05: And it makes me really sad because I do think that, and again, I always talk from the jazz perspective, because I'm a jazz teacher, but I also take a lot of other classes as well.
• 46:00
  SPEAKER_05: And uh the example of going from ballet class to then go into contemporary or to go into jazz, like there should still be some type of something happening, I think, at the top of jazz, besides, all right, let's just go straight across the floor.
• 46:13
  SPEAKER_05: You guys are already warmed up from ballet.
• 46:15
  SPEAKER_05: Like we have to kind of like get our brain ready and our body ready for like this different kind of plie.
• 46:20
  SPEAKER_05: Maybe there's parallel usage, maybe there's this.
• 46:23
  SPEAKER_05: Yeah.
• 46:24
  SPEAKER_05: You know, even if it's just one song's worth, I don't care.
• 46:26
  SPEAKER_05: Just like get have something kind of created.
• 46:29
  SPEAKER_05: And I think that's something too.
• 46:31
  SPEAKER_05: I now my brain's going in another direction.
• 46:33
  SPEAKER_05: And this is very New York City.
• 46:35
  SPEAKER_05: Uh, I'm sure maybe LA too.
• 46:37
  SPEAKER_05: I don't know, but like maybe very adult class when there's like choreographed warm-ups by the teacher.
• 46:42
  SPEAKER_05: Yeah.
• 46:43
  SPEAKER_05: And that's something that I experienced later in my training at my studio because we had teachers that came from New York City on the weekly.
• 46:50
  SPEAKER_05: So they were teaching and training in New York City, but then coming to us and bringing their choreographed warm up that they taught at Broadway Dance Center to our studio.
• 46:58
  SPEAKER_05: And then we learned the choreographed warm-up, and then we did it every week.
• 47:01
  SPEAKER_05: The same soundtrack, same song.
• 47:03
  SPEAKER_05: It's like you already know what to do.
• 47:05
  SPEAKER_05: And I thought there was something really smart about that because it allowed me to really like focus in on what I needed to correct and like learn how to stretch properly and correct myself properly.
• 47:16
  SPEAKER_05: And then they also didn't have to stand there and do the warmup.
• 47:19
  SPEAKER_05: They could walk around and actually give us corrections because we knew what was coming and we knew what was next.
• 47:24
  SPEAKER_05: And, you know, obviously, as long as the warmup was really specific and catered to like what we're about to do, which it usually always was because it was a thought-out choreographed warmup.
• 47:33
  SPEAKER_05: Whereas like I think sometimes teachers just come in and just kind of just like wing it and just are like, Yeah, let's just do a little bit of that, do a little bit of this and like whatever.
• 47:40
  SPEAKER_05: But like, even for me as an as a teacher now teaching at Steps on Broadway, like I've created a choreographed warm-up that I know can always change and evolve and probably needs to eventually.
• 47:51
  SPEAKER_05: Like, I'm I'm sure it's not the best warm-up ever.
• 47:54
  SPEAKER_05: But like it feel it feels good for me.
• 47:56
  SPEAKER_05: Like, I think it feels, you know, it's covering what I want to achieve in the warmup.
• 48:02
  SPEAKER_05: And I I think it's nice for when people can come back to class and already know, okay, yeah, I know exactly what I'm getting here.
• 48:08
  SPEAKER_05: I know exactly.
• 48:08
  SPEAKER_05: You don't have to, you can kind of focus in on more of, you know, what you're actually wanting to do is like take the stretch for a little bit longer or, you know, self-correct yourself even more, especially as a training dancer.
• 48:19
  SPEAKER_05: I think it's helpful.
• 48:20
  SPEAKER_03: Yeah, I think that's so important that students start trying to do that as early as possible.
• 48:25
  SPEAKER_03: And I mean, I think it's a great example with a choreographed warm-up, but obviously you can do it with something you're learning right there in the moment.
• 48:32
  SPEAKER_03: But I think so often, uh, because I fluctuate between that, you know, having a set warmup and and and having something that I'm giving them fresh every day.
• 48:40
  SPEAKER_03: And for me personally, I love a set warmup because then I can do exactly what you're saying, Courtney.
• 48:46
  SPEAKER_03: And it's like all of my focus is internal.
• 48:49
  SPEAKER_03: I can truly think about every single thing that my body is mechanically doing because I'm not having to think about what's the next step, because I know it.
• 48:56
  SPEAKER_03: But I think that takes some time and maturity to get to.
• 49:00
  SPEAKER_03: So I would love if teachers and students started focusing on that because sometimes what I see when there's a set warm-up is we just go on autopilot.
• 49:10
  SPEAKER_03: You know, like we know what we're doing.
• 49:11
  SPEAKER_03: But it's like that whole thing you're talking about, Courtney, is missing.
• 49:15
  SPEAKER_03: Like the whole, yeah, it's great that you know what's going, but but you can't just like now be thinking about the pizza you're gonna have for lunch.
• 49:22
  SPEAKER_03: Like there has to be a give and take, you know?
• 49:25
  SPEAKER_03: Yes.
• 49:25
  SPEAKER_03: So I think that that is something that I see happen as dancers age.
• 49:29
  SPEAKER_03: And I would love to see that starting to happen sooner, you know.
• 49:33
  SPEAKER_03: Like, how much are you thinking about where the knee is over the middle toe?
• 49:38
  SPEAKER_03: Like, you know, like how much are you thinking about how the body's working if you're not having to worry about dimmy dimmy grind because you know it, you know?
• 49:46
  SPEAKER_03: Exactly.
• 49:46
  SPEAKER_05: And I feel like I didn't really start to that's such a great point because it's true.
• 49:52
  SPEAKER_05: Like, as and I'm I'm also speaking, like I had choreograph warm-ups as of like age 14.
• 49:58
  SPEAKER_05: So, like and beyond.
• 49:59
  SPEAKER_05: So I wasn't doing this at like 10.
• 50:01
  SPEAKER_05: But I really feel like that I didn't start to learn how to warm up and stretch properly and even work on things like alignment and rotation in stretches until my teacher was able to come over and really manipulate me and correct me.
• 50:17
  SPEAKER_05: But if you're like at the front of the room and have to guide dancers through a warm-up, you're not able to make corrections.
• 50:23
  SPEAKER_05: You can scream them out, but like I always remember, like everyone knows this feeling when you're stretching and the teacher walks nearby you and then you turn it all on.
• 50:32
  SPEAKER_05: You know what I mean?
• 50:33
  SPEAKER_05: Like if you're doing like a stretch on your back and you're like stretching your leg and then your bottom foot's forgotten about and you the teacher comes by you and you like point the foot.
• 50:40
  SPEAKER_05: Like, yeah, like like you need we need more of that because dancers should be stretching and working like that in a warm-up all the time, not just when the teacher walks by.
• 50:49
  SPEAKER_05: But yeah, if the teacher isn't able to walk by because they have to guide them through a warm-up, then how are they ever gonna learn how to like properly stretch and you know, those types of things?
• 50:58
  SPEAKER_05: Right.
• 50:59
  SPEAKER_03: Yeah, 100%.
• 51:02
  SPEAKER_04: So many thanks.
• 51:03
  SPEAKER_04: Kendall, you mentioned something at the very beginning that I want to circle back to because it's about that time to circle back to the cooldown.
• 51:09
  SPEAKER_04: I feel like that is something that, like, in the best possible scenario of the ideal world of the dancer, you give yourself a cooldown or your class has a cooldown.
• 51:17
  SPEAKER_04: But we all know we're finishing class late because we had to run that piece one more time, or so-and-so forgot this.
• 51:23
  SPEAKER_04: So we have, you know, if we made them do push-ups at the end to like, you know, compensate.
• 51:27
  SPEAKER_04: So tell us a little bit about a cooldown.
• 51:29
  SPEAKER_04: Uh, and I'd love to hear from Adrian.
• 51:30
  SPEAKER_04: Do you incorporate that into your class regularly and what do you do?
• 51:33
  SPEAKER_01: Yeah.
• 51:34
  SPEAKER_01: So I don't have a specific protocol for a cool down, except for the fact that you should be like bringing down your heart rate.
• 51:42
  SPEAKER_01: Usually, like your heart rate is is fluctuating during class depending on the style.
• 51:47
  SPEAKER_01: So ideally, you want to bring the heart rate down.
• 51:50
  SPEAKER_01: I like to do it by just like breathing and like moving a bit slower.
• 51:54
  SPEAKER_01: So I usually do, I actually do a little bit more like yoga-based movements, like some cat and cow, downward dog, like maybe like a little bit of of a flow.
• 52:03
  SPEAKER_01: And like I'm I don't teach yoga, but I've taken enough yoga classes to, you know, know what feels good like in my body for for me.
• 52:11
  SPEAKER_01: So that's usually when I'll include maybe a few static stretches, not anything crazy, because again, you're cooling down if you think about it like your warm-up is like you are getting ramping up for class.
• 52:23
  SPEAKER_01: Like when you're in class, at some point you're reaching whatever that climax is, or maybe like it's going the intensity is going up and down.
• 52:30
  SPEAKER_01: And then at by the end of it with the cool down, like you should be cooling down your body.
• 52:34
  SPEAKER_01: Like I do a lot of like mental work too.
• 52:37
  SPEAKER_01: Like, okay, like what did I learn today?
• 52:39
  SPEAKER_01: Like, what how am I gonna go through the rest of my day?
• 52:41
  SPEAKER_01: Like, I mean, it's easier said than done, and some days are better than others, but ideally that's kind of what I get myself into as well when I'm when I'm doing a cool down.
• 52:51
  SPEAKER_03: Yeah, I definitely agree.
• 52:52
  SPEAKER_03: I love that you said about the mental aspect of it.
• 52:55
  SPEAKER_03: I am a huge believer in the mental aspect of dance, and and this is something I learned like, ah, when I started my master's, so like way too late.
• 53:05
  SPEAKER_03: But I absolutely believe that we have to do as much mental work as we do physically, or this industry is just gonna eat you up.
• 53:13
  SPEAKER_03: And I think that that just gets even more prevalent as the years go on and social media and the world is competitive and all the things that we didn't necessarily have to deal with when we were growing up.
• 53:23
  SPEAKER_03: But all of that just weighs on students so much mentally.
• 53:27
  SPEAKER_03: So I love that you incorporated that.
• 53:29
  SPEAKER_03: I actually start my class with that.
• 53:30
  SPEAKER_03: I try to do that every day.
• 53:32
  SPEAKER_03: Like just one, like as I'm calling role, like one thing you're grateful for today, like one thing you're looking forward to, just to kind of like try to shift those gears, especially if I can tell that they're really tired.
• 53:41
  SPEAKER_03: So I love that, Kendall.
• 53:43
  SPEAKER_03: I'm a I'm a big believer in that mental aspect.
• 53:46
  SPEAKER_03: Um, I journaling is a big part of my classes here at Troy.
• 53:49
  SPEAKER_03: So I try, I am not good at this, y'all.
• 53:51
  SPEAKER_03: And actually, just sitting here listening to you talk, Kendall, I was like, yeah, okay, I'm gonna make this my goal.
• 53:56
  SPEAKER_03: I'm gonna just be better at this.
• 53:57
  SPEAKER_03: But like you were saying, Leslie, I, you know, class goes and I am a talker.
• 54:01
  SPEAKER_03: And so then it's like, oh my God, class is over three minutes ago, and you have another class in seven.
• 54:05
  SPEAKER_03: So like I have to let you go right now.
• 54:07
  SPEAKER_01: Right.
• 54:08
  SPEAKER_03: But uh, but I do try to reserve some space definitely for them to journal and kind of just like, hear the things that I learned today, because I also don't think that the human mind can keep all of the stuff we experience without some help.
• 54:22
  SPEAKER_03: Like you got to write it down or video it or talk to somebody about it or something.
• 54:26
  SPEAKER_03: You know what I mean?
• 54:26
  SPEAKER_03: Then it's like what you did at 9 a.m.
• 54:28
  SPEAKER_03: is gone by the time you get to 6 p.m.
• 54:29
  SPEAKER_03: if you've been in class all day.
• 54:31
  SPEAKER_03: So I do definitely try to reserve some room for that like mental aspect, but I am so not good about the physical cool down, and I absolutely need to be because I I to myself I do that, like when I'm dancing.
• 54:43
  SPEAKER_03: So it's super selfish that I don't make sure my students do that.
• 54:47
  SPEAKER_03: I think I trust them to do it themselves because they have a 30-minute break between my class and their next class, but you know they're not.
• 54:53
  SPEAKER_03: So that is I would like to.
• 54:56
  SPEAKER_03: I'm gonna just publicly announce to everyone and making a pledge, I'm gonna be better about that.
• 55:01
  SPEAKER_03: Because I absolutely believe in the importance of it for sure.
• 55:04
  SPEAKER_05: I'm curious, like in speaking of cooldowns, do we think that they are necessary if a dancer is going directly into another class?
• 55:13
  SPEAKER_05: Or is it more of like at the end of your dance day type of thing?
• 55:17
  SPEAKER_04: I mean, for me, like when I especially when I was teaching kids, because like you said, Adrian, even even the kids these days gotta have it rough.
• 55:24
  SPEAKER_04: Like, life is hard.
• 55:26
  SPEAKER_04: It really truly is.
• 55:27
  SPEAKER_04: And they've got a million things going on.
• 55:29
  SPEAKER_04: And so, like, if my 45-minute class can just end with like us, okay, guys, take a breath in, take a breath out, take a breath in, take a breath out, do a big, huge plie, very last one, hold it and release it.
• 55:41
  SPEAKER_04: Like that, I want my 45-minute class to end with something that makes them feel better.
• 55:46
  SPEAKER_04: And even if that's just breathing in and out together a few times, like I think that's important.
• 55:51
  SPEAKER_04: Again, almost more for the mental than the physical, but like obviously you're getting that physical cool down by by breathing together.
• 55:57
  SPEAKER_04: But yeah, I do think that it's probably the most important after the end of an entire day of dance to really give your body that like adrenaline, not release, but like just kind of reset to just bring it down a little bit more because then you have to go home and do your homework and take a shower and go to bed.
• 56:12
  SPEAKER_04: And if you don't like let yourself kind of chill, you're not gonna.
• 56:17
  SPEAKER_05: Yeah.
• 56:18
  SPEAKER_05: Great point.
• 56:18
  SPEAKER_05: I'm gonna start doing a cool down at the end of my class because I totally don't right now.
• 56:23
  SPEAKER_05: I feel like it's something that I didn't really learn until I moved to New York.
• 56:27
  SPEAKER_05: And a lot of the teachers at at the studios would do a little just you know what you just said, Leslie.
• 56:32
  SPEAKER_05: Just like let the song play out.
• 56:33
  SPEAKER_05: Final time did the combo.
• 56:35
  SPEAKER_05: All right, let's wall come back to center, let's do some breaths and thank you all so much.
• 56:39
  SPEAKER_05: Yay! Class is over.
• 56:41
  SPEAKER_05: Yeah, right.
• 56:42
  SPEAKER_04: It's just a nice like way to not rush anybody out, including yourself.
• 56:46
  SPEAKER_04: And even if you are like, okay, we've got three minutes, okay, let's take literally 12 seconds and breathe in and out a couple times, and then you can go.
• 56:52
  SPEAKER_04: Yeah.
• 56:53
  SPEAKER_01: Yeah.
• 56:53
  SPEAKER_01: Right.
• 56:54
  SPEAKER_01: Yeah.
• 56:54
  SPEAKER_01: And just even if you're are rushing to another class and you're you're warm, you just because you're warm doesn't mean you're necessarily prepared for that next class, especially if it's a different style, if it's a different teacher, like it's it's still gonna be different in some way too.
• 57:09
  SPEAKER_01: So yeah, I think I think both at the end of the day and like end of the class, if you have like five lined up, I think are good.
• 57:17
  SPEAKER_01: It doesn't have to be long either.
• 57:19
  SPEAKER_01: Yeah.
• 57:19
  SPEAKER_05: Also, we didn't really touch on uh warming up for tap class.
• 57:23
  SPEAKER_04: Oh gosh, that's a whole nother episode.
• 57:25
  SPEAKER_05: It's a whole another episode.
• 57:26
  SPEAKER_05: But I do want to just remind everybody out there that it is also important to warm up for tap class.
• 57:33
  SPEAKER_05: There have been so many times where I just thought that I could just start my ankles were warm enough and my quads were ready enough to attack a tap class without doing anything and just walking in the class.
• 57:45
  SPEAKER_05: And it just, I mean, obvious I also think that it's important for the tap teachers to provide a technique-based warm-up because we're also working on our technique at the same time as getting our ankles and our quads and everything ready.
• 57:59
  SPEAKER_05: But I also see that that's not happening often, too, where it's just like, all right, let's do our cross-the-floor progression, whatever.
• 58:05
  SPEAKER_05: And it's like, we need some center.
• 58:07
  SPEAKER_05: We need some a center warm-up technique warm-up.
• 58:10
  SPEAKER_05: Let's do the drills, y'all.
• 58:12
  SPEAKER_05: It should be like those drills every class.
• 58:14
  SPEAKER_05: Let's kick it off with that and let's get ready.
• 58:16
  SPEAKER_05: Because oh man, I've gotten shin splints horribly.
• 58:19
  SPEAKER_05: Horrible tap shin splints before.
• 58:24
  SPEAKER_05: All right, I guess we're doing a tap warm-up episode, it sounds like Leslie.
• 58:28
  SPEAKER_04: It seems like it because we could, you know, we've got plenty of people to bring on, so let's do it.
• 58:34
  SPEAKER_05: I feel like this was awesome.
• 58:36
  SPEAKER_05: And thank you so much for spending your afternoon chatting with us, y'all.
• 58:39
  SPEAKER_05: This was so great, so informative.
• 58:41
  SPEAKER_05: I definitely think that we uh covered a lot in this episode.
• 58:45
  SPEAKER_05: And hopefully, for all of our listeners out there, you have a new inspiration when it comes to how you're going to approach your warmup.
• 58:51
  SPEAKER_05: Maybe you've heard some new skills that you want to incorporate, switch it up a bit, choreograph one, who knows what you're gonna do next time you walk into your class and get those dancers prepped.
• 59:01
  SPEAKER_05: But uh thank you so much, Dig Kendall and Adrian, for uh sharing your knowledge with us today.
• 59:07
  SPEAKER_05: And if you would love to lead us out on this episode with any final thoughts or things you'd like to share with the world when it comes to your thoughts on warming up, you can talk to the dancers, the teachers, the parents, whoever you'd like.
• 59:22
  SPEAKER_01: Ready, set, go.
• 59:24
  SPEAKER_01: I think for teachers, if you're like looking to switch things up in your class or you're looking to incorporate more strength training in your classes, like you know it's important, you know you should be doing it, but there's just not enough time in your classes.
• 59:38
  SPEAKER_01: The best way to do it is with the warm-up for the dancer's benefit, for your benefit if you're teaching multiple classes.
• 59:44
  SPEAKER_01: I think that's literally the foundation for preventing injuries and actually like getting stuff done in your classes.
• 59:53
  SPEAKER_03: Yeah, I think I just want to touch on something that Leslie said a second ago, because I think that I have, and again, this is a recent discovery in my life within like the last five years, but uh I've just I've really zoned in on my focus on mindset and gratitude and uh just what's going on up here.
• 1:00:14
  SPEAKER_03: And I think that starting class and also ending class, and I think Leslie, what you were saying about just even just two breaths in and a grandplier all together, just like that, yes, it's also great for the body, but but it also can be a second to just, and I've heard a lot of my friends say this as I'm, you know, watching friends teach and things.
• 1:00:33
  SPEAKER_03: And I've just heard a lot of people say recently, like, let's just thank our body for what it just did for us, you know?
• 1:00:39
  SPEAKER_03: And that I mean, I definitely do this, but I know my students do as well.
• 1:00:43
  SPEAKER_03: It's like we just gloss over the fact that, you know, this this guy is like really putting in some work.
• 1:00:51
  SPEAKER_03: So I don't know.
• 1:00:52
  SPEAKER_03: I think that just incorporating gratitude in with all of this is so important because there is, in my opinion, not really an easy version of a warm-up if you're doing it right.
• 1:01:04
  SPEAKER_03: And there's really is not a version of an easy class if you're doing it right.
• 1:01:08
  SPEAKER_03: So it gets hard to do this every day, you know.
• 1:01:11
  SPEAKER_03: And I think that the one thing that I have found that that helps me fight through the exhaustion or the monotony or the whatever might start to happen is just coming back to that gratitude, you know.
• 1:01:22
  SPEAKER_03: So I think that's a great way to start an in-class.
• 1:01:24
  SPEAKER_03: And just for teachers, students, parents, all the people out there.
• 1:01:28
  SPEAKER_03: I wish I had discovered this younger, but just um starting to really look at like what gratitude looks like and how you practice that every day of your life in relationship to your whole life, but definitely in relationship to your dancing life.
• 1:01:40
  SPEAKER_03: It's just, it's really changed everything for me in like the last five years.
• 1:01:44
  SPEAKER_03: Again, very late in life did I come to this discovery, but yeah, I would I would love if everybody could start to explore that.
• 1:01:50
  SPEAKER_03: I think you'd just see a big difference in life.
• 1:01:52
  SPEAKER_03: It helps me.
• 1:01:55
  SPEAKER_05: Thanks so much for tuning in to this week's episode all about warming up for dance.
• 1:02:00
  SPEAKER_05: Be sure to follow our special guests on social media.
• 1:02:03
  SPEAKER_05: You can find Kendall at TrainWithKendall and Adrian at A D E 24.
• 1:02:10
  SPEAKER_05: Also be sure to check out Kendall's dance-specific training program called BodyConnect that helps dancers prevent injury and enhance performance with dance science-based education and training.
• 1:02:21
  SPEAKER_05: The next round of our online group training called Get Stronger, Dance Longer starts on February 2023.
• 1:02:28
  SPEAKER_05: Learn more and sign up now at bodyconnect.org.
• 1:02:32
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• 1:03:04
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• 1:03:08
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• 1:03:12
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• 1:03:18
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• 1:03:25
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• 1:03:46
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• 1:03:56
  SPEAKER_04: Season four of Making the Impact is giving us life with some amazing episode topics.
• 1:04:01
  SPEAKER_04: Coming up in the next few weeks, we've got our next spotlight feature with Stacy Duke, stage and costume malfunctions, and an episode all about private lessons.
• 1:04:09
  SPEAKER_04: Stay tuned.
• 1:04:11
  SPEAKER_05: We hope you enjoyed this week's episode.
• 1:04:13
  SPEAKER_05: We'll see you next week.
• 1:04:15
  SPEAKER_05: Until then, keep dancing.