Latest / Making The Impact - A Dance Competition Podcast / The Transition From Junior to Teen - Pivotal Times in a Dancer's Training

Transcript

The Transition From Junior to Teen - Pivotal Times in a Dancer's Training · Making The Impact - A Dance Competition Podcast

• 0:07
  SPEAKER_06: Have you ever wondered what goes on behind the table at a dance competition?
• 0:10
  SPEAKER_06: Exactly what are the judges looking for anyway?
• 0:13
  SPEAKER_06: This is Making the Impact, a dance competition podcast.
• 0:15
  SPEAKER_06: Each week we'll cover a different topic related to the world of competitive dance from the perspective of the judges behind the table.
• 0:27
  SPEAKER_06: This week on Making the Impact, we're focusing on the important transition from the junior division to the teen division.
• 0:33
  SPEAKER_06: During these formative years, dancers can get bogged down with challenges or rise to the occasion with patience and perseverance.
• 0:40
  SPEAKER_06: IDA judges and educators Carlos Dabaros and Crystal Madden are here to share their experience with the juniors and teens.
• 0:48
  SPEAKER_04: Hey Dance World, welcome to this week's episode of Making the Impact.
• 0:53
  SPEAKER_04: I'm your host, Courtney Ortiz, and I'm here with my co-host, Leslie Mueller.
• 0:58
  SPEAKER_04: Hello, Courtney.
• 0:59
  SPEAKER_04: Happy Podcast Day to you.
• 1:01
  SPEAKER_04: Yay! Happy Podcast Day, another great day in Podcast Land.
• 1:05
  SPEAKER_04: And we have a really great episode in store for everyone today.
• 1:09
  SPEAKER_06: Yes, we have some judges who are very excited to be here.
• 1:13
  SPEAKER_06: And it always helps when our guests are just gung-ho and really excited.
• 1:19
  SPEAKER_06: And we all are, because this is a really great topic.
• 1:21
  SPEAKER_06: So we're excited to share with you today.
• 1:23
  SPEAKER_06: Before we dive into the episode, we have a Making the Impact award to share from one of our recent competitions.
• 1:28
  SPEAKER_04: Yes, we do.
• 1:29
  SPEAKER_04: And more to come as the season progresses.
• 1:32
  SPEAKER_04: This is the award that we sponsor from Making the Impact podcast to exclusively IDA affiliated competitions that we work with to supply judges for their panels.
• 1:43
  SPEAKER_04: So the IDA judges on the panel at the competition event gets to select that one dance from the entire weekend that they cannot stop thinking about.
• 1:51
  SPEAKER_04: It could be an amazing performance, great technique, entertaining.
• 1:56
  SPEAKER_04: Honestly, it's whatever the judges want to pick and they want to recognize.
• 1:59
  SPEAKER_04: So they receive a plaque, but one of the other perks is a shout-out right here, right now on the podcast.
• 2:05
  SPEAKER_06: So let's hear all about our most recent winner.
• 2:08
  SPEAKER_06: From Streets Dance Conventions event in Phoenix, Arizona, congratulations to Collab Dance Arts from Tucson, Arizona from their production of Come Together.
• 2:17
  SPEAKER_06: Congrats, y'all.
• 2:19
  SPEAKER_06: And don't forget the other perk of being an award recipient is you get put into a fan favorite contest in the summer.
• 2:27
  SPEAKER_06: And the the grand prize of that is to get a full episode all about your studio, your piece, the choreographer, and the people involved.
• 2:35
  SPEAKER_06: So that is kind of the grand prize of it all once we get to that point in the season.
• 2:39
  SPEAKER_04: Yes, it is.
• 2:39
  SPEAKER_04: And it is a one-of-a-kind, unique prize in our dance industry.
• 2:44
  SPEAKER_04: So uh if you are the recipient of our Making the Impact Award at any IDA affiliated competition event this season, don't forget to register your award so you can be entered and receive your shout-out on the podcast.
• 2:58
  SPEAKER_06: And of course, we can't forget our wonderful sponsors.
• 3:01
  SPEAKER_06: So let's tell you about them.
• 3:04
  SPEAKER_06: Dance educators, this one's for you.
• 3:06
  SPEAKER_04: If you're craving inspiration, meaningful connection, and tools you can actually use in the studio, Dance One Summit is where it all comes together.
• 3:16
  SPEAKER_04: Join dance teachers, studio owners, and leaders from across the country August 13th through 16th, 2026 in New York City for an experience that goes far beyond a typical conference.
• 3:29
  SPEAKER_04: Dance One Summit blends artistry, pedagogy, leadership, and business into one powerful event, designed to help you grow with intention, reconnect with your purpose, and feel supported by a true community.
• 3:42
  SPEAKER_04: Experience some of your favorite celebrity choreographers and new and up-and-coming artists in the classroom.
• 3:49
  SPEAKER_04: You'll leave inspired, grounded, and ready to lead.
• 3:52
  SPEAKER_04: Learn more and reserve your spot at DanceOnesummit.com.
• 3:56
  SPEAKER_04: And MakingThe Impact has an exclusive discount code just for you.
• 4:00
  SPEAKER_04: Use the code DOS26IMPAT for$100 off your registration.
• 4:08
  SPEAKER_04: Click the link in our show notes to register now.
• 4:10
  SPEAKER_04: And don't miss out on experiencing the Dance One Summit this summer in New York City.
• 4:17
  SPEAKER_04: Dance World, we are back on Making the Impact here today talking about a very crucial time in a dancer's training.
• 4:26
  SPEAKER_04: Going from being a junior to now jumping into being 18.
• 4:31
  SPEAKER_04: These are crucial years, y'all.
• 4:32
  SPEAKER_04: I'm not going to lie.
• 4:34
  SPEAKER_04: I think that they are very telling.
• 4:35
  SPEAKER_04: I think that they are very pivotal for a dancer to continue their trajectory into being an extremely talented, well-rounded technical dancer.
• 4:47
  SPEAKER_04: A lot of dancers put in the work in their junior years.
• 4:50
  SPEAKER_04: And sometimes we do see dancers start dropping off into teen and maybe quitting dance after being a teen.
• 4:57
  SPEAKER_04: And what are those reasons and why?
• 4:59
  SPEAKER_04: And I think that it really is that transition from junior to teen.
• 5:02
  SPEAKER_04: So that is what we are here to talk about today on making the impact with two brand new guests and two IDA judges.
• 5:10
  SPEAKER_04: The very first judge that I am very excited to welcome to the podcast for the first time.
• 5:15
  SPEAKER_04: They are a brand new judge to our roster at IDA.
• 5:19
  SPEAKER_04: They are also a studio owner.
• 5:20
  SPEAKER_04: So they are going to be bringing and sharing that perspective on the chat.
• 5:25
  SPEAKER_04: I'm thrilled to welcome Crystal Madden to the podcast.
• 5:28
  SPEAKER_04: Welcome, Crystal.
• 5:29
  SPEAKER_07: Hi, everybody.
• 5:30
  SPEAKER_04: Yay! Thanks for being here.
• 5:32
  SPEAKER_07: Thank you for having me.
• 5:33
  SPEAKER_07: I'm so excited.
• 5:35
  SPEAKER_07: So my name is Crystal.
• 5:36
  SPEAKER_07: My pronouns are she, her.
• 5:38
  SPEAKER_07: I own a new dance studio in Carney, New Jersey, Cam Dance Academy.
• 5:42
  SPEAKER_07: I opened just about almost two years ago at this point.
• 5:45
  SPEAKER_07: I'm so scary.
• 5:47
  SPEAKER_04: Congrats.
• 5:48
  SPEAKER_07: Thank you so much.
• 5:49
  SPEAKER_07: And then I also work full-time.
• 5:51
  SPEAKER_07: I work at New Jersey Institute of Technology as an assistant director for our campus involvement office.
• 5:56
  SPEAKER_07: And I also judge when I have time.
• 6:01
  SPEAKER_07: So I have judged for a lot of different dance competitions in the past.
• 6:05
  SPEAKER_07: I choreograph um a lot of our different towns surrounding New Jersey.
• 6:10
  SPEAKER_07: So Lynnhurst, I'm actually their choreographer for the Lynnhurst Middle School production of Wizard of Oz this year.
• 6:15
  SPEAKER_07: Super exciting.
• 6:17
  SPEAKER_07: So musical theater girl, also studio owner, also full-time employee.
• 6:22
  SPEAKER_07: So a lot of things under my roster.
• 6:24
  SPEAKER_04: And Crystal, here's another fun fact that I'm sharing with our world, who is a who we have many diehard podcast fans who have listened to every podcast out of our 250 plus episodes.
• 6:36
  SPEAKER_07: You grew up at Yolanda's.
• 6:38
  SPEAKER_07: I did.
• 6:39
  SPEAKER_07: I give her so much credit for my background.
• 6:43
  SPEAKER_07: I'm not gonna get emotional about it, I promise.
• 6:45
  SPEAKER_07: But um Yolanda has literally known me since I was three.
• 6:49
  SPEAKER_07: And when I opened the studio, the first text, one of the first texts I got was from her.
• 6:54
  SPEAKER_07: And while she couldn't make it to my opening, I still have a huge, I'm gonna say money tree.
• 6:59
  SPEAKER_07: It's like a very big plant in our studio space.
• 7:02
  SPEAKER_07: And it just reminds me of like my roots truly and how um pivotal it was for like my director to be so supportive of my journey.
• 7:12
  SPEAKER_07: And truly like my upbringing, my teaching is because of her.
• 7:16
  SPEAKER_07: So I give a lot of credit to her.
• 7:18
  SPEAKER_04: That's amazing.
• 7:19
  SPEAKER_07: Yeah, yeah.
• 7:21
  SPEAKER_04: We are big fans of Yolanda's uh studio.
• 7:24
  SPEAKER_04: They were actually for our podcast fans, if you remember, they were our fan favorite winner of the Making the Impact Award last season in season six, and we even featured them in a full interview episode on the podcast.
• 7:37
  SPEAKER_04: So cool to uh have you here now as an IDA judge as well.
• 7:42
  SPEAKER_07: Yes, no, I give a lot of credit to them, and I'm so happy that you know they're still kicking and rolling.
• 7:47
  SPEAKER_07: It's so incredible to see again like a small business that like I could aspire to be like to be around for so long.
• 7:53
  SPEAKER_07: So I give a lot of credit to Yolanda.
• 7:55
  SPEAKER_07: So I love Yolanda, love you guys.
• 7:58
  unknown: Yay!
• 7:58
  SPEAKER_04: We love it.
• 7:59
  SPEAKER_04: All right, Crystal, thanks for joining us on the pod.
• 8:02
  SPEAKER_04: Thank you.
• 8:03
  SPEAKER_04: All right, our next special guest who is joining us on the pod is another newer judge to our roster, but they are not a new judge in the industry, and I have a fun fact to share with you about that very shortly.
• 8:16
  SPEAKER_01: I'm very thrilled.
• 8:18
  SPEAKER_04: I'm very thrilled to welcome Carlos Debarras to the podcast.
• 8:23
  SPEAKER_04: Welcome, Carlos.
• 8:24
  SPEAKER_02: Hey, how are you?
• 8:25
  SPEAKER_04: So good.
• 8:26
  SPEAKER_04: Do you want to share the fun fact, Carlos?
• 8:28
  SPEAKER_04: You know the fun fact.
• 8:30
  SPEAKER_02: I do know the fun fact.
• 8:31
  SPEAKER_02: It's how you and I know each other.
• 8:33
  SPEAKER_02: So I see this girl, Courtney Ortiz owning IDA, and I said, Why do I know that name?
• 8:41
  SPEAKER_02: And I recognize like her curly hair, and I'm like, she looks so familiar.
• 8:45
  SPEAKER_02: And I think back and I'm like, I judge this girl.
• 8:49
  SPEAKER_02: Noah when she was a senior in high school.
• 8:53
  SPEAKER_02: And and here's and here's what I'm gonna tell you like I am clairvoyant, I'm like magical because I said, and I really want it took everything for me not to get up and go find her after the competition.
• 9:05
  SPEAKER_02: To literally, I was judging for Star Quest Nationals that year, and her studio was there, and I said, This girl is amazing! Like her solo she did, and I remember it was Your Hands or something was called.
• 9:18
  SPEAKER_05: Both hands, I think.
• 9:19
  SPEAKER_05: Yeah, Annie DeFranco's song, Ani De Franco as well.
• 9:22
  SPEAKER_02: Yes, yes, I'll share with you.
• 9:24
  SPEAKER_02: Annie DeFranco.
• 9:25
  SPEAKER_02: I was like on YouTube somewhere, and but she like rocked it, and I said, This girl's gonna be something.
• 9:31
  SPEAKER_02: She and now look at her.
• 9:32
  SPEAKER_02: I'm like, she owns IDA, she's been on Broadway, like she's teaching all over New York and all over the freaking world.
• 9:41
  SPEAKER_02: And I'm so proud of you, and I'm and I'm like, and I'm so happy, like I can recognize that kind of talent and see like it come to fruition.
• 9:51
  SPEAKER_04: And it's crazy.
• 9:53
  SPEAKER_02: Gratefully, I've done that with some other students, and I'm like, I see these things in them when they're like eighth graders.
• 10:00
  SPEAKER_02: So when they're like 13, 14 years old, and I'm like, listen, and I sit told them aside, I'm like, they're graduating because I taught middle school, so they would leave eighth grade and they go to high school, and I'm like, You you need to like keep dancing, don't stop.
• 10:12
  SPEAKER_02: You're very talented.
• 10:14
  SPEAKER_02: Lo and behold, they're on So You Think You Can Dance, they're you know, they're getting in the top 20, the top 10, they're winning.
• 10:21
  SPEAKER_02: Like, it's a I mean, I it's just amazing to see these kids when they're in this age group that we're talking about, and you can recognize their hard work, their talent.
• 10:34
  SPEAKER_02: There's certain behaviors, there's certain habits that these kids possess that you can see this, like you.
• 10:42
  SPEAKER_02: Like, I didn't know you from Adam because I just only judged you that one time.
• 10:47
  SPEAKER_02: But I could see on stage your movement quality, and this you're a senior at this point, so I don't know how things were for you going from junior to two teens and then into senior age, but I could tell like this girl has movement quality, she knows her body, like she has all the foundational stuff down path, and you were you were just it was amazing.
• 11:13
  SPEAKER_02: You were so amazing.
• 11:14
  SPEAKER_02: Like, I can't even tell you.
• 11:16
  SPEAKER_02: Like, I I it makes perfect sense your whole career after that.
• 11:20
  SPEAKER_04: Oh my gosh, truly, y'all.
• 11:21
  SPEAKER_04: Like, it's this the craziest full circle moment, yeah.
• 11:24
  SPEAKER_04: Really, you know, and especially now that Carlos is a judge for me, but he judged me.
• 11:30
  SPEAKER_04: You know, that is insane.
• 11:31
  SPEAKER_04: And I will never forget getting the Facebook message.
• 11:34
  SPEAKER_04: I got a random Facebook message from Carlos in my adult years, many, a few years ago, many years ago.
• 11:40
  SPEAKER_04: And he's like, Are you the Courtney Ortiz that competed at Star Quest Nationals in 05?
• 11:44
  SPEAKER_06: And and Imagine if you were like the photographer, Courtney Ortiz, that has like the website, you know what I mean?
• 11:49
  SPEAKER_06: Like there's another girl.
• 11:50
  SPEAKER_06: Like, no, there's another girl.
• 11:51
  SPEAKER_06: I know who you're talking about.
• 11:53
  SPEAKER_04: But it was just so insane for me to to have that message hit my inbox and have somebody remember me from my competition days like that and have made an impact on a judge.
• 12:04
  SPEAKER_06: Yeah.
• 12:05
  SPEAKER_04: 15 years later.
• 12:06
  SPEAKER_04: So I just want to like let everyone know that's listening that you might think that this competition might not mean anything, or uh you don't even know who the judges are that are sitting on the panel half the time, and what's their experience and who are they in this world, and can they even do anything for you?
• 12:22
  SPEAKER_04: But like this is a perfect example of how dancers make impressions on judges and how we actually we do remember you many, many times.
• 12:30
  SPEAKER_02: There are there's so many instances and that year, because would you did you graduate in 2005?
• 12:36
  SPEAKER_04: Basically, you said that was the last year I competed.
• 12:38
  SPEAKER_04: So I was 16 at the time.
• 12:40
  SPEAKER_02: Oh, here I'm thinking you were a senior girl.
• 12:42
  SPEAKER_04: Like I was, I was barely a senior, like I was like senior division, not senior in high school.
• 12:47
  SPEAKER_02: No, I mean like I thought you were graduating high school because you were so good.
• 12:51
  SPEAKER_02: Like, I don't I I just like that's how well like I thought you danced.
• 12:56
  SPEAKER_05: And oh, thank you.
• 12:58
  SPEAKER_02: Yeah, and I that was early on in my judging career, and I what you did impact me, like you did.
• 13:06
  SPEAKER_02: And and every from from like then on, it was like those are the standards I wanted to have for my students to live up to that kind of dancing, you know, your your movement, just everything, like your performance quality, everything you were girl up here.
• 13:25
  SPEAKER_02: I wish you saw a clip of that of that solo right now.
• 13:28
  SPEAKER_04: Like share it in the Facebook groupies, okay?
• 13:32
  SPEAKER_04: So if you're in the Facebook community, you get to you get to take a peek at it.
• 13:35
  SPEAKER_04: But all right, Carlos, quick brief share us a share with us a little bit about okay.
• 13:41
  SPEAKER_02: So I grew up in in Palm Beach County, um, in South Florida, my whole entire life is is all South Florida.
• 13:48
  SPEAKER_02: Um, I went to a a studio that was very uh ballet modern jazz, old school kind of jazz, um, very similar to how you teach, Courtney.
• 13:57
  SPEAKER_02: Every time I watch your choreography, I'm like, that's my that's me growing up.
• 14:01
  SPEAKER_02: That was amazing.
• 14:01
  SPEAKER_02: It's like so fun to watch.
• 14:03
  SPEAKER_02: And um, I went to uh the first high school in Palm Beach County that had dance program, Atlantic High School in Delray Beach.
• 14:11
  SPEAKER_02: And then I graduated from New World School of the Arts with my bachelor's in fine arts in Miami.
• 14:17
  SPEAKER_02: After I graduated New World School of the Arts, I started teaching and I was at I helped start the dance program um early on at Bach Middle School of the Arts from its second year for 15 years.
• 14:28
  SPEAKER_02: The school's been open now like 25 years, and it's still thriving, it's still going.
• 14:33
  SPEAKER_02: And um, I teach at a at a private high school and it's currently at a one competition dance studio.
• 14:41
  SPEAKER_02: And those are my two main things besides judging and private lessons and stuff like that.
• 14:46
  SPEAKER_02: I do and I do a lot with strength and conditioning, which I'm sure we'll talk about with this age particular age group on foundation, foundational stuff, a lot of like ballet technical alignment type things, core alignment and stuff like that.
• 15:03
  SPEAKER_02: That's so important for this age group to grasp before they head into their teen years.
• 15:09
  SPEAKER_02: It makes a huge difference.
• 15:11
  SPEAKER_02: And so that's like that's my life in a nutshell.
• 15:14
  SPEAKER_02: We actually have a major performance, one of our two major performances this Saturday.
• 15:18
  SPEAKER_02: So it's been it's been a week.
• 15:21
  SPEAKER_02: A lot of stage rehearsals, and yeah, so I'm excited to be here, and that's it.
• 15:28
  SPEAKER_03: Yes, thrilled to have you here, thrilled to have you on the roster.
• 15:31
  SPEAKER_03: And yeah, let's jump into this chat.
• 15:33
  SPEAKER_03: It's gonna be a fun one.
• 15:35
  SPEAKER_06: This is, I mean, like you said, Courtney, we've talked a lot about different age groups and things, but I feel like, like you said, it's this, these are the years when you see people either sink or swim.
• 15:45
  SPEAKER_03: Totally.
• 15:45
  SPEAKER_06: And I want to clarify for what we're talking about when we say juniors and teens, where are we talking?
• 15:50
  SPEAKER_06: What are what do we all consider that age bracket?
• 15:52
  SPEAKER_02: So like I know that can be so different for people.
• 15:55
  SPEAKER_06: 10 to 14 ish.
• 15:57
  SPEAKER_07: I thought I was considering like not nine to thirteen, ten to fourteen.
• 16:01
  SPEAKER_07: Yeah.
• 16:01
  SPEAKER_04: Yeah, I was thinking like, yeah, 10.
• 16:03
  SPEAKER_04: I feel like 10 is like you're almost a teen, you know.
• 16:06
  SPEAKER_04: Yeah, yeah.
• 16:06
  SPEAKER_04: I think this is a good repeat.
• 16:07
  SPEAKER_06: Between, yeah.
• 16:08
  SPEAKER_06: Between that means now.
• 16:11
  SPEAKER_06: Um, all right.
• 16:11
  SPEAKER_06: Well, so so why like there's a million reasons why this time in your life is really important as a dancer, but like let's name some.
• 16:18
  SPEAKER_06: Let's talk about those things.
• 16:20
  SPEAKER_07: I think it's just pivotal because I feel like at this age something clicks.
• 16:25
  SPEAKER_07: And I don't know what it is.
• 16:27
  SPEAKER_07: I don't know if maybe if it's their surroundings too.
• 16:30
  SPEAKER_07: So, you know, for example, like I had a competition team last year that was a group of eight.
• 16:35
  SPEAKER_07: Now I'm at 221, which again, big blessing.
• 16:38
  SPEAKER_07: I know.
• 16:38
  SPEAKER_07: I'm sorry, what you went from eight to two hundred?
• 16:41
  SPEAKER_07: Sorry, 21.
• 16:42
  SPEAKER_07: 21.
• 16:43
  SPEAKER_07: Oh my god, 21.
• 16:45
  SPEAKER_02: 221.
• 16:46
  SPEAKER_02: It was like 221 team members.
• 16:49
  SPEAKER_06: It was like Carney.
• 16:51
  SPEAKER_06: Carney, you need some dance studios.
• 16:54
  SPEAKER_07: No, I am so sorry.
• 16:55
  SPEAKER_02: Telling everybody your secrets.
• 16:57
  SPEAKER_07: Oh my god.
• 16:57
  SPEAKER_07: Eight.
• 16:58
  SPEAKER_07: Uh it started at eight two T O 21.
• 17:03
  SPEAKER_02: There we are.
• 17:04
  SPEAKER_02: But that's still really good.
• 17:05
  SPEAKER_02: That's good growth.
• 17:06
  SPEAKER_07: So again, great growth, but you know, it's interesting because the students that I had last year are just not the students that I have this year.
• 17:13
  SPEAKER_07: They're hungry.
• 17:14
  SPEAKER_07: Like I would say, like that age group, like to me, something clicks and you're other either hungry for it or you're just at the point where like, hey, you know what?
• 17:22
  SPEAKER_07: I'm okay.
• 17:23
  SPEAKER_07: I feel good.
• 17:24
  SPEAKER_07: So it's interesting because you see that like growth and that development and something just like sparks them.
• 17:30
  SPEAKER_07: I have a student of mine, she is 10.
• 17:33
  SPEAKER_07: And for purposes um with her scheduling, because she's driving from far.
• 17:37
  SPEAKER_07: So if you're from New Jersey, she comes from like Union City, West New York area to Cardi.
• 17:42
  SPEAKER_07: Wow, okay.
• 17:43
  SPEAKER_07: Every week for me.
• 17:45
  SPEAKER_03: How far is that?
• 17:46
  SPEAKER_07: I would probably say without traffic, 20 to 25 minutes.
• 17:50
  SPEAKER_06: It's like just tricky.
• 17:51
  SPEAKER_07: Like there's not like a really good, like with traffic, however, 45 minutes to an hour.
• 17:58
  SPEAKER_07: So, you know, again, she's traveling from far.
• 18:01
  SPEAKER_07: And so she comes from that area, and it's interesting because I have her with like the acro and the contemporary with her age group, but because of scheduling, I have her with ballet and jazz with the older students.
• 18:14
  SPEAKER_07: And girl, she is focused, she is hungry, and she's ready.
• 18:20
  SPEAKER_07: Like in that ballet class, you can't tell me nothing about that kid that that kid's not working hard.
• 18:24
  SPEAKER_07: So it's interesting because you see her and you see that she's hungry for it.
• 18:28
  SPEAKER_07: And the other day I asked her, I'm like, you know, what changed?
• 18:31
  SPEAKER_07: Like, you just are so different this year.
• 18:33
  SPEAKER_07: She's like, I don't know, Miss Crystal.
• 18:34
  SPEAKER_07: It's just like I'm so happy to be here.
• 18:36
  SPEAKER_07: And I posted something on Instagram the other day, and it's and it was a quote of you show up to dance class because it's a it's a privilege.
• 18:43
  SPEAKER_07: You're privileged to be present.
• 18:45
  SPEAKER_07: And so when she said that, I was like, She's privileged to be present.
• 18:49
  SPEAKER_07: Right.
• 18:50
  SPEAKER_07: She is so like hungry, she's present, she wants it.
• 18:52
  SPEAKER_07: And then of course, like you have the other students that aren't there yet.
• 18:56
  SPEAKER_07: I'm gonna say, yeah, because there's it just hasn't clicked yet, and that's okay.
• 18:59
  SPEAKER_07: It's and some sometimes it takes a little longer for things to click.
• 19:02
  SPEAKER_07: But this kid, I was I you know, I just am so enamored by her, and it's just so refreshing to see.
• 19:07
  SPEAKER_02: And how old is she?
• 19:08
  SPEAKER_02: 10?
• 19:10
  SPEAKER_02: Yeah, I was gonna say, like, that age group is always also they they want the next thing, they're looking up to the teens.
• 19:18
  SPEAKER_02: You have to have a good group of those teens and seniors too, because and good role models because those juniors are looking up to them.
• 19:27
  SPEAKER_02: And that's always like that's always the conversation with the teens and the seniors.
• 19:30
  SPEAKER_02: Like you guys are the role models, blah blah blah, you know, behave, do your thing, stay focused because you're the role models for the younger ones and this and that.
• 19:39
  SPEAKER_02: But those this is the age that nine, 10 until 13 to keep them enticed almost.
• 19:48
  SPEAKER_02: And I feel like I've been asked to take over studios and to be a studio owner, and I believe you that are studio owners bless you.
• 19:58
  SPEAKER_02: I just I've I've always said no.
• 20:00
  SPEAKER_02: Like, I don't even want sometimes I don't I can't even I don't even want to be a direct I've been directors of a dance, been a director of a dance program before, and it might happen again, but it's just not literally my my thing.
• 20:13
  SPEAKER_02: I just want to teach and I just want to focus on students' growth and and that, and I don't want to do all the extra book work and the side work and stuff, but it's a lot like when you start to um look at the kids and what do they need?
• 20:32
  SPEAKER_02: And you this age group needs something to look forward to.
• 20:36
  SPEAKER_02: Yes, as far as a studio owner, it's like you know, don't give them too too many things to do because then they're like, oh, well, they did all that, but they need something to keep enticing them to come back.
• 20:50
  SPEAKER_02: Like, what's different about the teen group and the senior group that they don't get to do as a junior group?
• 20:55
  SPEAKER_02: However, so that's one thing because they are hungry, like you said, but you have to keep them hungry to keep your program going.
• 21:02
  SPEAKER_02: Yep.
• 21:03
  SPEAKER_02: I'm just throwing that out there as like a whole like um dance studio business mindset in a way.
• 21:09
  SPEAKER_02: But this age group I've noticed, like, and I've really started to love them a lot more, is that they are they're so open to learning and being better for the most part.
• 21:21
  SPEAKER_02: I mean, obviously, you get the ones that are like more recreational.
• 21:25
  SPEAKER_02: So, but the competition ones, if they're going on to a competition team, you know they're hungry and they want more.
• 21:33
  SPEAKER_02: And that's what you have to keep reminding them of.
• 21:36
  SPEAKER_02: It's like you're go you're putting yourself out there.
• 21:39
  SPEAKER_02: So, like, you want to do your very best.
• 21:42
  SPEAKER_02: So, taking your ballet classes every week, and I really honestly feel that age group needs at all levels.
• 21:51
  SPEAKER_02: I almost feel they need two to three days a week of ballet minimum.
• 21:54
  SPEAKER_07: I am so with you.
• 21:56
  SPEAKER_07: I don't know what anyone else I want to hear what everyone else thinks.
• 21:58
  SPEAKER_07: No, I am so with you on that.
• 22:00
  SPEAKER_07: That and like I wish so right now, my space is small, right?
• 22:03
  SPEAKER_07: You start small, you grow big, you know, right?
• 22:05
  SPEAKER_07: So my space, my space is small, so I'm limited as far as the amount of classes that I can host, right?
• 22:10
  SPEAKER_07: Because it's just one large space.
• 22:11
  SPEAKER_07: But if it was up to me three times a week, I would have ballet, it would be mandatory, no questions asked.
• 22:18
  SPEAKER_07: And even while Yolanda's growing up, man, it was mandatory.
• 22:22
  SPEAKER_07: You could not miss ballet.
• 22:23
  SPEAKER_07: And if you miss ballet, it was a problem.
• 22:26
  SPEAKER_07: I remember again, like my pivotal years growing up.
• 22:29
  SPEAKER_07: I remember at the time I was so into like my high school's theater program, and the shows during competition season would conflict.
• 22:37
  SPEAKER_07: And it was either like you gotta show up to ballet, and then you could go do your theater thing.
• 22:42
  SPEAKER_07: But ballet is important.
• 22:44
  SPEAKER_07: Yeah, ballet came first.
• 22:46
  SPEAKER_07: It's the fundamentals.
• 22:47
  SPEAKER_07: And yes, like, are there other structures that we should be following?
• 22:51
  SPEAKER_07: Conditioning, strength, Pilates, et cetera, should we be doing?
• 22:54
  SPEAKER_07: Absolutely.
• 22:55
  SPEAKER_07: But like I feel like I don't know, it's just the structure of it, right?
• 22:58
  SPEAKER_07: And even at this age group, too, I'm struggling with keeping students in uniform and even just keeping yes, and it's so hard because they want to wear their hoodies and their cute lululemon sweats and their and their hair in a ponytail.
• 23:13
  SPEAKER_07: And I'm just like, no, it that no.
• 23:17
  SPEAKER_06: Well, it's harder to introduce structure later.
• 23:19
  SPEAKER_06: So it's like if you can get that 10-year-old to be excited about it, to want to be there, to stay hungry about it.
• 23:25
  SPEAKER_01: Yes, ma'am.
• 23:26
  SPEAKER_06: You're gonna be able to the 14-year-old's gonna be cake, easy, done.
• 23:30
  SPEAKER_06: We're we're in ballet, the end.
• 23:31
  SPEAKER_06: You're wearing a bun, the end.
• 23:32
  SPEAKER_06: There's no questions because we've been doing this news to you.
• 23:36
  SPEAKER_07: Right.
• 23:36
  SPEAKER_07: And like the six to eight year uh year age group that I have, none of them show up out of uniform ever.
• 23:43
  SPEAKER_07: And again, like sometimes, oh, I forgot my skirt, or if it's okay.
• 23:46
  SPEAKER_07: You you showed up with mostly your uniform.
• 23:48
  SPEAKER_07: You're here, you're present.
• 23:50
  SPEAKER_07: It's so hard with that 10 year age group, because they're like, oh, well, I just got these like Lululemon like shorts for Christmas and these um different.
• 24:00
  SPEAKER_01: You wear those to hot yoga with your mom.
• 24:04
  SPEAKER_01: You go to hot yoga with your mom and wear that.
• 24:07
  SPEAKER_07: It's so difficult to implement to implement that structure and like starting as a new studio owner, right?
• 24:12
  SPEAKER_07: Like you're trying to figure out the kinks and everything.
• 24:15
  SPEAKER_07: And yeah, I the amount of emails that I've sent out where I'm like, if your kid's not in uniform, they're not taking class.
• 24:20
  SPEAKER_07: Like, I don't know what more to say.
• 24:22
  SPEAKER_06: And I don't know And this isn't hard, it's not hard.
• 24:25
  SPEAKER_06: Like you bought it, you own it, right?
• 24:27
  SPEAKER_06: It's in your closet, exactly.
• 24:29
  SPEAKER_06: Put it on.
• 24:30
  SPEAKER_06: Exactly.
• 24:31
  SPEAKER_02: Right.
• 24:31
  SPEAKER_02: And and then I have the kids who are like, Oh, I forgot.
• 24:34
  SPEAKER_02: Well, then you need to have a second pair in your backpack at all times.
• 24:40
  SPEAKER_02: And then you have your other pair at home in the wash or something, you need to have more than one leotard and more than one pair of tights, and they need to be black and pink.
• 24:48
  SPEAKER_02: I listen, wear black and pink for jazz, ballet, contemporary, hip-hop.
• 24:54
  SPEAKER_02: I don't care if you wear black tights for uh pink tights for all the other styles, but you need black leotard and pink tights for ballet.
• 25:02
  SPEAKER_02: I come from a very conservatory background.
• 25:04
  SPEAKER_02: I work with a lot of ballet dancers with YAGP kids, like kids that go to these ballet competitions.
• 25:12
  SPEAKER_02: So I'm that's what I'm used to.
• 25:14
  SPEAKER_02: So when I go to studios and I guest teach, sometimes I'm like mortified sometimes what they're wearing.
• 25:20
  SPEAKER_02: And I don't really say anything anymore.
• 25:22
  SPEAKER_02: It's just like that's their business, that's their with how they and I just go in and I come do my job, I teach and we have fun, and I don't worry about the dress code so much in those situations, but when it's my personal students, it's always black leotard and pink tights underneath.
• 25:37
  SPEAKER_02: And we don't do skirts.
• 25:40
  SPEAKER_02: The skirts.
• 25:41
  SPEAKER_04: So something I want to mention that you kind of hinted at about like the being prepared uh with the dress code is just the fact that another example of allowing the dancers to uh prove to you as a studio owner that they are responsible and they are mature because a lot of the juniors think that they're above this class or above this uh movement or this this trick that they already think they've accomplished.
• 26:11
  SPEAKER_04: So many aspects of like the physical dance in the class that they're like, oh, I've already learned how to do that.
• 26:17
  SPEAKER_04: Why are we still doing that?
• 26:18
  SPEAKER_04: You know, they're gonna like push back on the basics, but it's like girl, you didn't even show up with the proper uniform today, and you're making excuses why you don't have it and you didn't even put an extra Leotard in your bag.
• 26:29
  SPEAKER_04: So yes, we are gonna keep doing this because this is the right class for you right now.
• 26:33
  SPEAKER_04: You haven't proved to me that you're ready to advance up.
• 26:37
  SPEAKER_04: Even if you think you're ready to advance, it's not just about your technical ability.
• 26:42
  SPEAKER_04: It's about how you show up and your maturity as a whole, as a dancer to your activity that you're choosing to be a part of.
• 26:48
  SPEAKER_04: So there's that.
• 26:50
  SPEAKER_04: And also I wanted to quickly touch on what you mentioned, Carlos, about having the teens and the seniors to uh how they are looked up to from the juniors and how so many juniors are watching them, wanting to be like them.
• 27:04
  SPEAKER_04: They are the role models.
• 27:06
  SPEAKER_04: And I can speak on personal experience that like I do believe that I saw that shift in my mind, my personal mindset when I was young because of looking up to the older girls at my studio who were so wildly talented that it it motivated me to want to be like them.
• 27:24
  SPEAKER_04: And I would I would study what they were doing in class and see like, oh, this is how they're training in ballet or oh, this is what they're focusing on in jazz, or just like study their competition routines and be like, okay, if I want to get that good, I have to do what they're doing.
• 27:37
  SPEAKER_04: Exactly.
• 27:38
  SPEAKER_04: And it just it fueled me to be better.
• 27:40
  SPEAKER_04: So I think it is very important for any teen dancers, any senior dancers listening or parents of to be the example, but also for the studio to make sure that they're training the dancers well enough to be idolized by the juniors.
• 27:56
  SPEAKER_04: Because if you just see the teens and teeners just dropping off like flies and not coming to rehearsal and just doing their own thing and there's no like And you're gonna create another generation of that.
• 28:06
  SPEAKER_04: Right.
• 28:06
  SPEAKER_04: Yeah, exactly.
• 28:08
  SPEAKER_04: Yep.
• 28:08
  SPEAKER_04: So it it really all like even though you don't think about it that way, you just think, oh, they're juniors, oh they're they're just teens.
• 28:14
  SPEAKER_04: I think it's a whole studio culture that's going to actually uh motivate the dancers and set the standard across the board.
• 28:21
  SPEAKER_06: Absolutely, absolutely.
• 28:22
  SPEAKER_06: Yeah, when you I think the biggest thing that I want to point out about the juniors is that like you were you guys were saying, like some of them like to mess around and just show up in the wrong outfit and you know be late and all this stuff.
• 28:34
  SPEAKER_06: And then there's two groups of these kids.
• 28:36
  SPEAKER_06: There's those kids who have not matured, and then there's the kids who are like ready to go and they're like acting like teens already or seniors in terms of the way that they're approaching dance.
• 28:46
  SPEAKER_06: And I think that is like what's the what is the work that we have to do as educators to get that group of kids who's a little bit more immature to move up in maturity and s and take something seriously.
• 28:58
  SPEAKER_06: And and not even that anybody needs to be on a professional level at that age.
• 29:02
  SPEAKER_06: It's just okay, even if we are recreational, what does it mean to show up, to pay attention, to do the thing you've been asked to do, you know, that you know about?
• 29:11
  SPEAKER_06: Again, the the showing up on time and having the right dress code.
• 29:14
  SPEAKER_06: And like these are not expectations that are like wildly out of course, you know, for this age.
• 29:19
  SPEAKER_02: Those are life skills too, like honestly.
• 29:22
  SPEAKER_02: But I mean, from a competition standpoint, because I'm looking at it more like if you want your child to, or if a child wants themselves, not even if it's the parent pushing it, but like if if the if the child wants to be better, like I just want to quickly go back to what some what I think it was you, Courtney, were saying something about like these some of these juniors, most of them, 90% of them think they they can do a double pirouette.
• 29:49
  SPEAKER_02: And so, oh, I don't need to work on that anymore.
• 29:52
  SPEAKER_02: But mind you, your double pirouette, your your knee's not all the way to the side, you're not turning out completely, you're you're arching your lower back.
• 29:59
  SPEAKER_02: Like, yes, maybe you can get around twice, but the alignment's not there.
• 30:03
  SPEAKER_02: So it's like you have there has to be a consistency with the teacher, the directors, and the patience to not um give in to the children's constant complaining or like, and why are we doing this?
• 30:19
  SPEAKER_00: Why are we doing that?
• 30:20
  SPEAKER_00: Why can't we do this?
• 30:21
  SPEAKER_00: Why can't we do calypsos now?
• 30:23
  SPEAKER_00: Right.
• 30:23
  SPEAKER_02: Well, because we can't even do a soda shop properly.
• 30:27
  SPEAKER_02: You don't even have a split on the floor.
• 30:30
  SPEAKER_02: Like so those kinds of things, like there has to be that progression, and we can't skip pieces, we can't skip parts, and that's what I feel like is always happening.
• 30:42
  SPEAKER_02: Like when leaps and turns classes became popular, it was like, okay, but you still gotta work on flexibility to get your leaps and turns, you still have to work on kicks to properly, you know, execute most of your leaps, you know.
• 30:59
  SPEAKER_02: Like it's just like the some things we like, we're skipping, we're skipping stages.
• 31:04
  SPEAKER_02: And with that junior age group, it's important to not skip things.
• 31:08
  SPEAKER_02: You have to keep consistent with the foundations as much as it's a pain.
• 31:13
  SPEAKER_02: I do passe releve in every single class.
• 31:18
  SPEAKER_02: Yes, with a high passe, and I don't know, we're doing it over again.
• 31:24
  SPEAKER_02: You you lowered your your foot below your knee.
• 31:26
  SPEAKER_02: Like it, you have to be that consistent or they won't grow.
• 31:30
  SPEAKER_02: They won't understand the um the importance of it.
• 31:33
  SPEAKER_07: I think it's important like of like building blocks too, right?
• 31:35
  SPEAKER_07: It's like, okay, you have to have a strong passe for X, Y, and Z.
• 31:39
  SPEAKER_07: You have to have a strong turnout for X, Y, and Z.
• 31:42
  SPEAKER_07: It it just that's how I that's how I tell my students.
• 31:45
  SPEAKER_07: It's you you gotta build yourself.
• 31:47
  SPEAKER_07: It's not about getting there overnight.
• 31:49
  SPEAKER_07: I keep like going back to them and saying, Do you think the Mona Lisa was painted overnight?
• 31:54
  SPEAKER_07: No.
• 31:54
  SPEAKER_07: I'm like, then I'm like, you have to take it.
• 31:56
  SPEAKER_07: This takes time.
• 31:57
  SPEAKER_02: It's not was Rome built in a day.
• 31:59
  SPEAKER_07: That's what I'm saying.
• 32:00
  SPEAKER_07: That's what I'm saying.
• 32:01
  SPEAKER_07: It takes time and it takes patience.
• 32:03
  SPEAKER_07: And that's like the one thing that that age group struggles with is patience, is understanding that it's going to take time to progress and it's going to take time to get there.
• 32:12
  SPEAKER_07: Can you get there?
• 32:12
  SPEAKER_07: Yes.
• 32:13
  SPEAKER_07: It's not only up to me, but it's also up to you to do your homework at home.
• 32:18
  SPEAKER_07: And that's then that's the one thing that I've been struggling with is telling these juniors, like, yes, you could spend an hour with me in jazz a week.
• 32:25
  SPEAKER_07: Do you think an hour a week is enough time?
• 32:27
  SPEAKER_07: And they look at me and they're like, no.
• 32:29
  SPEAKER_07: I'm like, then then you have right now, you know what I mean?
• 32:32
  SPEAKER_07: Then, and and that's why I give a lot of kudos to like certain like online subscriptions, like Godfrey Method, Flexibility Academy, like certain people like them, of like, it even educates me of like, oh, that's something new I haven't done yet.
• 32:46
  SPEAKER_07: Let me do that in class with them.
• 32:47
  SPEAKER_07: And that sparks them of, oh, I haven't done that yet.
• 32:50
  SPEAKER_07: I'm I'm gonna look online.
• 32:52
  SPEAKER_07: And it's YouTube, everything is like so um technical uh technologically advanced at this point that there's no excuse in my book.
• 32:59
  SPEAKER_00: Thank you.
• 33:00
  SPEAKER_00: We live in 2026.
• 33:02
  SPEAKER_00: That's what I'm saying.
• 33:02
  SPEAKER_07: You know, you have TikTok.
• 33:04
  SPEAKER_07: Don't play me that you're not seeing stretches on TikTok or Instagram.
• 33:07
  SPEAKER_07: It's on my feed all the time.
• 33:09
  SPEAKER_07: So don't play me that you're not seeing that.
• 33:11
  SPEAKER_07: So I tell them, I'm like, it's really important for you to do your homework so that you find yourself successful.
• 33:16
  SPEAKER_07: It's not just about my success, it's about your success.
• 33:19
  SPEAKER_07: Because at the end of the day, I tell them, I'm like, I'm not on stage with you, I'm not performing with you.
• 33:24
  SPEAKER_07: I'm not in class with you.
• 33:26
  SPEAKER_02: You said something that that sparked this thought in my head about it, it's about doing the homework at home.
• 33:34
  SPEAKER_02: Thank you.
• 33:35
  SPEAKER_02: Once a week is not enough.
• 33:37
  SPEAKER_02: This is why I was saying like ballet two to three times a week minimum.
• 33:41
  SPEAKER_02: It's not it doesn't matter what the level is, but what I'm saying is if you can't do that and we can't get all those classes in, I like I come from an education background.
• 33:51
  SPEAKER_02: So I've been a teacher for my whole entire pretty much career, a judge and a choreographer.
• 33:57
  SPEAKER_02: And I did perform, but because of the driving and the back and forth and teaching, it was just too much to keep on with the rehearsals and the performing and all that.
• 34:08
  SPEAKER_02: So I just pretty much shifted and I just performed locally, and that was my performance.
• 34:14
  SPEAKER_02: Like I would just do guest stuff.
• 34:16
  SPEAKER_02: But you have to do your homework.
• 34:18
  SPEAKER_02: Education.
• 34:19
  SPEAKER_02: Do you take math once a week?
• 34:21
  SPEAKER_02: Do you do English once a week?
• 34:23
  SPEAKER_02: Do you do science once a week?
• 34:24
  SPEAKER_02: Do you know?
• 34:25
  SPEAKER_02: Because you're not going to pass no state tests like that.
• 34:28
  SPEAKER_02: So if you want to compete and you want to get better, guess what?
• 34:33
  SPEAKER_02: You got to do your homework at home.
• 34:34
  SPEAKER_02: I tell them this, I swear to God, I swear weekly, I'm telling my students the first thing.
• 34:40
  SPEAKER_02: I'm like, how about in English?
• 34:42
  SPEAKER_02: You know, you know, when you do a tondue and your knee is straight, and I ask you to straighten your knees and point and stretch your ankle and point your toes, that's like knowing three times three in math.
• 34:52
  SPEAKER_02: Nine.
• 34:53
  SPEAKER_08: Yeah.
• 34:54
  SPEAKER_02: Do you know what's three times three?
• 34:56
  SPEAKER_02: They know that in third grade.
• 34:57
  SPEAKER_02: They know that.
• 34:58
  SPEAKER_02: So why can't you do your tongues with your straight knee and your pointed foot?
• 35:03
  SPEAKER_08: Yeah.
• 35:03
  SPEAKER_08: Right.
• 35:04
  SPEAKER_02: So I I I'm always relating it back because they do school more than they do dance.
• 35:09
  SPEAKER_06: Right.
• 35:09
  SPEAKER_02: So if you can sort of this, this is just a little, I don't know, something that's helped me to get points across to my students.
• 35:18
  SPEAKER_02: Relate it back to math class, relate it back to science and English and having to read a book at home.
• 35:26
  SPEAKER_02: And then I even do like deadlines.
• 35:30
  SPEAKER_07: I even have them like record themselves at home.
• 35:32
  SPEAKER_07: And then, okay, by Sunday, I want to see the five videos on your phone with the time, with the timestamp.
• 35:38
  SPEAKER_07: Don't play me, because I could tell you that you with the timestamp showing me that you practice every day.
• 35:43
  SPEAKER_07: And when you show me that, I can see your hard work and your dedication.
• 35:49
  SPEAKER_07: But if you don't show me that, then no, I even had a student the other day that she was struggling in a couple group numbers.
• 35:55
  SPEAKER_02: And I said to her, reminder, I'm gonna start implement that again.
• 35:58
  SPEAKER_02: I haven't done that in a while.
• 36:00
  SPEAKER_07: I had a student.
• 36:02
  SPEAKER_07: She's and more in the teens, but it's kind of applies to both.
• 36:05
  SPEAKER_07: I had her, we're doing like a piece with jackets, and I all of them are wearing different colors, and the colors represent something.
• 36:12
  SPEAKER_07: So I said to her, You're you're just not representing your color.
• 36:15
  SPEAKER_07: You're not showing that.
• 36:17
  SPEAKER_07: So what I want from you is a two-page paper explaining to me what that your color means, and it's due by Sunday.
• 36:23
  SPEAKER_07: And if I don't have it by Sunday, guess what?
• 36:25
  SPEAKER_07: You're not competing.
• 36:26
  SPEAKER_07: And what and what did I have by Sunday?
• 36:29
  SPEAKER_07: I said, Yeah, and what did I have by Sunday?
• 36:32
  SPEAKER_07: I had that full page paper, and it was really thorough and really thought out.
• 36:37
  SPEAKER_07: And it's not and it's not just like the teens that I do that exercise with, I do it with again with the juniors.
• 36:42
  SPEAKER_07: That my one student also she was struggling with her solo.
• 36:46
  SPEAKER_07: And I said to her, a solo is a privilege, and that privilege can be taken away.
• 36:50
  SPEAKER_07: So show me that you want this, and I want a video of you practicing every single day for the next week.
• 36:57
  SPEAKER_07: And if you don't have that, you're not competing.
• 36:58
  SPEAKER_07: Point blank, period.
• 37:00
  SPEAKER_07: And she said, You got it.
• 37:02
  SPEAKER_07: So what was I seeing when I saw her in class?
• 37:04
  SPEAKER_07: She's like, Miss Crystal, look, from Sunday to Monday, I practice twice.
• 37:07
  SPEAKER_07: From Monday to Wednesday, I practice this.
• 37:10
  SPEAKER_07: And I'm just like, is it that hard?
• 37:12
  SPEAKER_07: It's not, it's not.
• 37:14
  SPEAKER_07: Dedicating two minutes to practicing a solo or stretching for 15 15 minutes before bed is going to make such a huge impact.
• 37:22
  SPEAKER_00: Yeah.
• 37:23
  SPEAKER_07: Such a huge impact in in your dance journey.
• 37:25
  SPEAKER_07: And even if you don't want to do this when you grow older, it's just for you to see that if you implement something and you put dedication and discipline, forget it.
• 37:35
  SPEAKER_07: You're gonna be you're gonna be able to do it.
• 37:37
  SPEAKER_02: Yeah, and you're gonna grow and you're gonna show progress in class and in life.
• 37:42
  SPEAKER_04: Exactly.
• 37:43
  SPEAKER_04: Totally.
• 37:44
  SPEAKER_04: Exactly.
• 37:44
  SPEAKER_04: Well, I think that one of the things that you both have mentioned, which I think is a really important point of this conversation, is the shift in training and what types of classes um a junior to a teen should be taking because it is so pivotal.
• 38:00
  SPEAKER_04: We've obviously touched on the ballet.
• 38:03
  SPEAKER_04: And I do think that this is a crucial time to introduce a little bit more of a higher caliber ballet class, a more consistent, frequently more frequent number of days, if possible.
• 38:17
  SPEAKER_04: And even with that, and I know every studio is different, some studios may only have access to do two days a week ballet or even just a one-hour ballet class a week.
• 38:26
  SPEAKER_04: Even if, let's say that you're a junior and you're only able, your studio only offers two junior ballet classes a week.
• 38:33
  SPEAKER_04: If there is a class that's lower, that's a more beginner basic class that's on another day that you could go and the studio says, Oh, we would we would absolutely love for you to come an extra day and take that beginner ballet class, then you take that ballet, then you take that ballet class because that will shift your training.
• 38:52
  SPEAKER_04: Just you you don't think it will?
• 38:53
  SPEAKER_04: It will.
• 38:54
  SPEAKER_04: Absolutely.
• 38:54
  SPEAKER_04: If you are focused in that beginner ballet class, even by committing to an extra hour a week that feels like a level that is quote unquote beneath you or that you are above, um, it is still better than not taking it because you will then surpass the other students around you just from taking that extra.
• 39:12
  SPEAKER_07: And it's and it's so interesting because like I have student assistants that come and help with like our younger age group that are our teens and seniors.
• 39:19
  SPEAKER_07: And what's funny is that when they're coming to help with like the more smaller groups, like, you know, I've noticed such a shift because you know, when I take the class with the younger ones, I'm really understanding how to do X, Y, and Z.
• 39:31
  SPEAKER_07: I'm like, wow, rocket science.
• 39:33
  SPEAKER_07: Like, I did I did something just click?
• 39:35
  SPEAKER_07: Because I'm just sitting there, I'm like, yes, like it should be, it should be clicking, it should be understanding.
• 39:40
  SPEAKER_07: Yeah, you know, so like I'm if I was able to have that caliber of like having multiple classes like that, absolutely, like there's nothing wrong with asking the question.
• 39:50
  SPEAKER_07: It's like you ask and you shall receive.
• 39:52
  SPEAKER_07: So like ask the question.
• 40:00
  SPEAKER_04: Dance studio owners and dance teachers, this is your invitation to lead smarter, not harder.
• 40:05
  SPEAKER_04: The Dance One Summit knows great studios and amazing teachers aren't built by accident.
• 40:11
  SPEAKER_04: They're built with clarity, strategy, and strong leadership.
• 40:15
  SPEAKER_04: That's why at Dance One Summit they offer unique seminars like Business Boost and Lead.
• 40:20
  SPEAKER_04: Two focused experiences designed specifically for studio owners, directors, and teachers, ready to grow with intention.
• 40:28
  SPEAKER_04: Business Boost dives deep into the realities of running a studio.
• 40:33
  SPEAKER_04: From enrollment and retention to team culture, systems, and sustainable growth.
• 40:38
  SPEAKER_04: This is about practical tools you can put into action immediately.
• 40:43
  SPEAKER_04: And lead is where leadership meets purpose, helping you build culture, curriculum, and artistry in the classroom and beyond.
• 40:50
  SPEAKER_04: Come experience all that the Dance One Summit has to offer this summer in New York City, August 13th through 16th, 2026.
• 40:59
  SPEAKER_04: And walk away with the mindset, structure, and support to lead your studio and classrooms forward.
• 41:05
  SPEAKER_04: And don't forget to use our exclusive promo code for$100 off your registration to attend.
• 41:11
  SPEAKER_04: That's the letters VOS, the numbers 26 impact for$100 off.
• 41:18
  SPEAKER_04: Click the link in our show notes to register now.
• 41:22
  SPEAKER_04: And we hope to connect with you this summer in New York City at the Dance One Summit.
• 41:35
  SPEAKER_06: Well, and I think the juniors and the teens, you know, yes, when you're six, seven, eight years old, you're learning what a plie is and the basics of how to execute it.
• 41:44
  SPEAKER_06: When you are a junior, a teen, a senior, an adult, an old person, you are refining the thing you already know.
• 41:51
  SPEAKER_06: Yes.
• 41:51
  SPEAKER_06: So, like you said, that is what we are doing if we are taking a class that's quote unquote beneath us.
• 41:56
  SPEAKER_06: That's not that shouldn't even be a way of speaking.
• 41:58
  SPEAKER_06: Like we shouldn't even call it that because it's not that in dance.
• 42:01
  SPEAKER_06: No, are you learning a new step in that class that's the level below you?
• 42:05
  SPEAKER_06: No.
• 42:06
  SPEAKER_06: But you are refining the thing that you already know.
• 42:09
  SPEAKER_06: And we do this for our entire lives as dancers.
• 42:12
  SPEAKER_06: You are always refining something.
• 42:14
  SPEAKER_06: And there's so much value to that at this age too, where, like you said, there's like these light bulb moments of your assistants, Crystal, saying, you know, when I'm helping the juniors, like I actually understand more about what I'm doing, in addition to helping them.
• 42:28
  SPEAKER_06: So I'm totally here for that.
• 42:30
  SPEAKER_06: Yep, absolutely.
• 42:32
  SPEAKER_02: And one of the things that I want to say, which Crystal, you sort of um kind of talked about it, but you didn't really say it, was that you can't just be like, oh, well, they're only eight and nine and ten, and oh, they just only need it once a week, or they don't need to like it's okay, no, you they need you need to treat them like the next level of age group that they're trying to be like.
• 42:58
  SPEAKER_02: Like you wanted them, they can be advanced at any level.
• 43:02
  SPEAKER_08: Yeah.
• 43:03
  SPEAKER_02: As five, a five, you can see a five, six, and seven-year-old, you could see an advanced student at that age level versus one that may not be as advanced based on their behaviors.
• 43:15
  SPEAKER_02: But the only difference is the other dancer, the other person that's maybe not at their level just needs to change their behavior.
• 43:22
  SPEAKER_02: And it's the way that they are also taught.
• 43:24
  SPEAKER_02: It's also parenting, it's what's going on at home.
• 43:27
  SPEAKER_02: Like how are they, how are they allowed to get away with everything at home?
• 43:31
  SPEAKER_02: Or is there discipline at home?
• 43:32
  SPEAKER_02: A big thing about dance is this the self-discipline.
• 43:36
  SPEAKER_08: Yes.
• 43:36
  SPEAKER_02: And I feel like a lot of teachers don't enforce it, they don't, they're not consistent with it.
• 43:44
  SPEAKER_02: And so it's not always like a prior a priority where you're having these students.
• 43:53
  SPEAKER_02: Maybe it seems like you're treating them at an age that they're not at yet, but you want them to be at that high.
• 44:00
  SPEAKER_02: higher level, you want them to have that higher thinking and that higher level of behavior.
• 44:04
  SPEAKER_02: And I've seen it like you listen, you see it in other countries.
• 44:10
  SPEAKER_02: You see you go on you go on YouTube and all these things and internationally you get to you can see like an a group of like nine year olds all with black leotard, pink tights, all facing body positions.
• 44:23
  SPEAKER_02: Everything's matching, everything's the same.
• 44:25
  SPEAKER_02: The precision because they took the time.
• 44:30
  SPEAKER_05: Right.
• 44:30
  SPEAKER_02: And and I think that's just one of the things like that goes back to like not skipping steps.
• 44:35
  SPEAKER_03: Oh totally.
• 44:36
  SPEAKER_02: And it has to be it has to be consistent from from day one.
• 44:40
  SPEAKER_02: You can't let them get away with things.
• 44:43
  SPEAKER_08: No.
• 44:43
  SPEAKER_08: Absolutely.
• 44:44
  SPEAKER_02: That's part of it.
• 44:45
  SPEAKER_02: Or part of this junior age group to grow and be like the best teens and seniors you've ever had.
• 44:53
  SPEAKER_04: No, one of the things that you mentioned was not getting away with things or skipping steps.
• 44:57
  SPEAKER_04: And I feel like that I'd like to hear if you have any examples of this but I feel like that oftentimes this is a pivotal time to break a habit.
• 45:06
  SPEAKER_04: It's easier.
• 45:08
  SPEAKER_04: If you don't break the habit in your junior your time as a junior, it's coming with you into the team.
• 45:15
  SPEAKER_04: Oh my God.
• 45:15
  SPEAKER_04: And then it's going to be way harder to break.
• 45:19
  SPEAKER_04: So what are some of those things that you have noticed from juniors to teens that are habits that are hard to break?
• 45:26
  SPEAKER_07: I I've tried breaking the sickling habit oh my God.
• 45:30
  SPEAKER_07: I and it's and it's tough right because sometimes again it doesn't click of like how to really stretch your foot how to really use those muscles and sometimes it takes a little bit longer either that or engaging your core that is something so even now like as you know a teacher I'm like how can I explain it for them to understand and when I was judging I you know heard a colleague say of mine say oh I want you to think about like your tree and think and thinking about like the roots of your tree.
• 45:59
  SPEAKER_07: What is everything be engaged?
• 46:01
  SPEAKER_07: Are the bottoms of your roots be engaged?
• 46:03
  SPEAKER_07: Is your trunk engaged?
• 46:04
  SPEAKER_07: Are your you know the roots of your arms engaged?
• 46:07
  SPEAKER_07: And I'm like dang that's a really good example.
• 46:09
  SPEAKER_07: So I've been using that and it's something that's helping but again it's almost almost like a constant learning objective right like we consistently talk about it.
• 46:19
  SPEAKER_07: We talk about it.
• 46:19
  SPEAKER_07: But it's something that like we're trying to find different mechanisms to try to make sure that they understand.
• 46:24
  SPEAKER_07: Because again like they're young so they're saying okay engage your core they're like sucking my tummy like no that's so different than we have a lot of analogies.
• 46:34
  SPEAKER_07: Exactly analogies visuals I'm a very visual person.
• 46:37
  SPEAKER_07: So like if I tell them think about like yourself like a tree I'm literally like here's the tree.
• 46:42
  SPEAKER_08: This is your stomach this is your stomach go.
• 46:45
  SPEAKER_07: So it's and or even like we watch again like in a time of like dance teams in the time of like all these like huge groups performing it's you know look at these dancers like you think they're engaging their core on on these Alistair sections and it's just they're like yeah I'm like okay so let's be like them let's gain gain that little you know nibbit of like understanding of like engaging that core understanding that so for me it's struggling with still like stretching the feet even like ankle strength and also engaging the core.
• 47:16
  SPEAKER_07: Like those are what's I would say like the top for me that's still a struggle but sometimes it's a light bulb sometimes I get it.
• 47:23
  SPEAKER_07: So it's still like a pivotal moment.
• 47:26
  SPEAKER_02: I agree that to me that's where the strength and conditioning classes come in where I feel at this age group at least once a week is good for them.
• 47:35
  SPEAKER_02: Absolutely and then in private lessons also like if you're doing private lessons for solos and things like that this is what I do a core I do a conditioning warm-up and like I'll use blocks and you know ankle weights and stuff like that at the beginning of every private lesson.
• 47:54
  SPEAKER_02: I don't do these private lessons where you're coming in and we're running your solo.
• 47:58
  SPEAKER_02: You ain't you've been warmed up yet how am I supposed to no I don't do that it's they and people who come to me know like my private lessons last minimum an hour but I hate hours 90 minutes to two hours.
• 48:11
  SPEAKER_02: That's how long I do it because I have to have at least 30 to 45 minutes just to do work you out.
• 48:18
  SPEAKER_02: Before it should be like that.
• 48:20
  SPEAKER_02: Before we even start your solo like so that is where I feel like competition.
• 48:25
  SPEAKER_04: Just a personal trainer.
• 48:26
  SPEAKER_02: Yeah I well I have I yes I am you certified in yoga and I'm also certified a personal trainer as well but I did all that extra for for my own kind of learning and then it also helped me train dancers.
• 48:41
  SPEAKER_02: It's helped me so much.
• 48:43
  SPEAKER_02: It's like been amazing getting these extra certifications.
• 48:46
  SPEAKER_02: And I feel like you touched on a couple things with the sickling the core balance the core alignment these are so important from this age group from from age nine 10 until 1314 I have the I have two freshmen right now who are I think they're like 13 or 14 and they are so fantastic and their turns their acro their leaps from their prior training I didn't work with them in middle school but I've gotten them now as high schoolers and they come from studios that they were doing strength and conditioning.
• 49:27
  SPEAKER_02: They were all these things were a priority and the core balance the core strength and to touch base on what you were saying too I love the analogy of a tree because obviously in yoga there's tree pose but and I always when I see a kid do a passe and they put their foot flat on the inside of their of their inner thigh I'm like this is not yoga.
• 49:48
  SPEAKER_02: We're not doing tree pose.
• 49:50
  SPEAKER_02: But you got to point your foot and you got to bring it to the front of the knee and whatever and and you bring your heel forward and all that stuff.
• 49:56
  SPEAKER_02: That I think that the the a lot I think the analogy the the image of a tree is amazing for like five six seven eight year olds but when you're getting into this junior group it's like belly button to spine Pilates engagement like this is when they should be doing more of the strength and conditioning.
• 50:16
  SPEAKER_02: They need to really learn the body mechanics absolutely totally they need to learn that your belly button you got to get belly button to spine but you have to be able I'm doing it right now.
• 50:25
  SPEAKER_02: I'm engaging my core as I'm sitting here but you I you have to teach them how to also be able to breathe and talk.
• 50:32
  SPEAKER_02: Yes.
• 50:33
  SPEAKER_02: They have to be able to talk what the because they what you said earlier they're like do I hold my breath no you don't hold your breath you should be able to suck your belly button to your spine like about like and I took how to take Pilates in college and I learned the whole math series and it's like it turned me on to fitness like Pilates and yoga.
• 50:52
  SPEAKER_02: I love it so much and it's so good for dancers.
• 50:55
  SPEAKER_02: It's the best cross training ever.
• 50:57
  SPEAKER_02: Yes and great to know yeah and and it should be I feel implemented into every program into every dance program Pilates and yoga.
• 51:06
  SPEAKER_02: Say it loud say it proud absolutely and my and my students know so like when they see this podcast and they hear possibly hear some of this and what I'm saying they're going to be like oh yeah he says that all the time yeah this again we know so and I so I feel like just like this age group just to reiterate like the juniors it's very important to start having them learn the physical body mechanics of what your core is doing what your what are your abs actually doing what is what is this belly button to spine and how does it feel and I always related to you know when you have to go to the bathroom really bad and your parents tell you you can't go yet and you have to hold it or your teachers like you can't leave yet you know those muscles that when you suck it in it makes you hold your bathroom your kegel like those you're doing a kegel.
• 51:52
  SPEAKER_02: You're literally doing a a a kegel contraction holding going to the bathroom that those are the muscles those are the muscles you have to engage.
• 52:01
  SPEAKER_02: They need to learn that as funny as it can be and it's like oh what do you mean in going to the bathroom and holding it they're gonna laugh but that's part that's part of it.
• 52:10
  SPEAKER_06: That's their bring humor into it.
• 52:12
  SPEAKER_06: I mean yeah I think we have to really remember to like we again we're talking about 10 to 14.
• 52:16
  SPEAKER_06: Be like hello puberty yeah hello body changing hello growth hello everything is going on so like so much you know yeah like we said the tree works when you're little but then as we're getting older like we you can understand more about your body because your body's changing and hopefully we're talking about it and you can mention things like your ab muscles or your glutes and you have to give a little bit of anatomy lesson yeah during this age group time too.
• 52:42
  SPEAKER_06: Yeah.
• 52:42
  SPEAKER_06: And then also like give some I mean I didn't ever have a growth spurt because I'm very short but like somebody shot up from you know 4'11 to 5'7 in two years probably you know what I mean like people grow and yes everything that you once had like maybe you were this phenomenal turner when you were a little bit yeah and all of a sudden you have another foot on you and you're like what happened to my life or even just like bodies in general yeah like I so my like dance like um academy's motto is where every beat welcomes everybody and not just everybody not just everybody but everybody and like again like we you know especially when most of my students are young women it's hard for them to understand of like oh wait like I'm growing like these extra parts of my body and I don't under and I don't understand and I don't know why and I don't know why I'm crying and I don't know why I'm coming to class so sad and moody and don't get it.
• 53:40
  SPEAKER_07: And so like for me, yes, can I be a part-time therapist?
• 53:43
  SPEAKER_07: Sure.
• 53:44
  SPEAKER_07: But like it's hard because you see them in class and they get sometimes so discouraged because they see their other friends getting so and understanding so quickly.
• 53:53
  SPEAKER_07: And it's just again like take yourself off that ledge it's okay that we're a little not behind but it's okay that we're taking a little longer and like I tell them like we're all like little flowers like it's okay to take our time to sprout it's okay to take our time to bloom and it's okay and it's fine.
• 54:10
  SPEAKER_07: And so it's really hard for them especially with like now with like the boyfriend, the partners the all different type of situation and like them like coming be like I don't know this boy didn't like me today.
• 54:20
  SPEAKER_07: And I'm like okay like duplicate is more tell them that's why I'm like I'm like just enough like you all are too young for this and so that's what I also struggle with too with the junior groups is like them exploring of like having a crush on somebody or and I'm just like y'all I'm like I no I'm too young for this I'm like y'all need to not so it's interesting because like it's not just about like body changes or like understanding like the core structures but it's also like body changes and also understanding of like the crushes of the boys at the school or or anybody else that they might be interested in and understanding like how they want to be either more femin more feminine more masculine.
• 55:02
  SPEAKER_07: So it's like exploring you know they're like teenhood and like all the things.
• 55:06
  SPEAKER_04: All the things so it's it's interesting to like see that shift too you know yeah I I it is it's like the emotional connection as well to life and then having that you know be a part of them morning noon and night so that also means that it's coming into the dance studio as well.
• 55:22
  SPEAKER_04: So it is hard to navigate and I'm glad that you brought up puberty Leslie because let's be real that is that is happening at this time for most dancers.
• 55:32
  SPEAKER_04: It is it is hard to navigate we've all been there.
• 55:35
  SPEAKER_04: It's an awkward time for men it's a growing transition learning time for so many dancers because your body truly is changing in in a way that it might not be the way that you expected as far as like I thought I was going to be five eight and then your growth stopped at 53 and you're like okay I guess this is this is how to I'm gonna be and I'm gonna dance like I'm five eight right that's that's what it is.
• 56:03
  SPEAKER_07: Exactly or even just like experiencing like the time of the month you know and like I for me like I have like feminine products at the studio because like things happen sometimes like you know and so it's funny because I got pulled over to the side the other day one of my students goes crystal like do you have a pad I just got my period I'm like yeah girl there's plenty in the bathroom it's okay shh I'm like this like everybody here we have our periods like right it's something to be ashamed about and that's something I tell them I'm like it you should be proud of the stage of your life because it's a pivotal stage and like it's like a next step.
• 56:39
  SPEAKER_07: It shouldn't not be like a hush hush situation.
• 56:42
  SPEAKER_07: And that's what's something like I pride pride my parents in is that there was never a hush hush about like moving forward to a next stage of my life and in sometimes like you know coming from different ethnic backgrounds like a lot of students are just like oh I don't want to talk about that.
• 56:54
  SPEAKER_07: It's like no we can have that open understanding fluid conversation and that's okay.
• 57:00
  SPEAKER_07: Yeah so like it's funny to like have them like come up to me like I just got my period I don't know what to do.
• 57:04
  SPEAKER_07: I'm like girl I'm so excited for you like you know you know so it's you so it's it's a it's important to like kind of like put bring them up about it because of course it like they they feel embarrassed.
• 57:17
  SPEAKER_07: Thank you.
• 57:18
  SPEAKER_02: Yes and normalize it yes can I just say this because the male in this in this scenario coming from and I just want to say this across the board you know because there's so much like with males and then we got to be careful and this and that but also at the same time I feel like male teachers need to be I've grown up around females my whole entire life I have a sister my I have my mom is from the oldest of five sisters.
• 57:45
  SPEAKER_02: I've grown up around women this is all women and like dance team in high school all girls I was the only guy on the dance team I'm used to all these conversations they don't faze me and I agree with you I think that they I love your personality and I love your your energy around it and making it okay and like the vibe and like not like be ashamed and this and that.
• 58:08
  SPEAKER_02: It's normal I I also I don't know if you know this I have a daughter who's 14 and a son who's gonna be 13 in um April.
• 58:16
  SPEAKER_02: So like I understand all the puberty stuff.
• 58:18
  SPEAKER_02: I'm watching my own children I've dealt with it and I think you're doing amazing and I just feel like as a male teacher though male teachers need to also try to be more understanding what and I am like my students I feel so blessed at least that it's my energy or whatever it is that they feel comfortable coming up to me and saying those things same things to me.
• 58:42
  SPEAKER_02: Yeah they're like Mr.
• 58:43
  SPEAKER_02: Carlos I got my I got my you know they have their names for it all their name I got my friend today or all the things all the words that they different way ways they say it or some of them just sort of like I got my period yeah like this and that and I'm like okay well and there have been moments where I've said like you know sometimes dance can make you feel better because it gets the blood flowing yeah it really like I had to you I've had to use that before because sometimes they don't realize that right and it can actually make you feel better the endorphins and like just the movement but the circulation.
• 59:18
  SPEAKER_02: But at the same time it's like I don't go through that.
• 59:22
  SPEAKER_02: So I can't claim to understand everything about it.
• 59:26
  SPEAKER_02: So but at the same time just to be patient and to be understanding and I think that for male teachers in general if there are any listening to this pod or listening to this podcast just you know have be lighthearted and you know don't make it embarrassing for them or anything like that kind of a thing.
• 59:45
  SPEAKER_02: That's what I just wanted to say about that.
• 59:47
  SPEAKER_02: And then also but it is a huge part going back to the whole reason we're here on this podcast about the juniors these shifts in their body and stuff like that and are a huge part of their training even like it can affect their it can affect their training.
• 1:00:03
  SPEAKER_02: Now if you're super super focused and engaged you kind of go through it and you deal with it and you push through and you know you drink more water sorry you're no no no it was perfect timing.
• 1:00:15
  SPEAKER_02: You you your nutrition we didn't even talk about nutrition we probably won't have time to but that's a whole nother conversation regarding how important nutrition is at this age and growing and what they need with the the protein and the and the vitamins and stuff just to be able to function in school much less dance and be physical and energetic.
• 1:00:39
  SPEAKER_02: Yeah even long rehearsals like so many of my students that are just like oh well can't sustain the endurance the energy I forgot to eat before rehearsal I'm like that seems like a personal problem I'm like why I can't feed you but you gotta eat something I'm like why are we not eating why so like I know we don't have time for that but like yes like do you know yes absolutely this little tiny moment that the that and you know listening to this like directors parents you gotta the these things have to be these have to be this is important.
• 1:01:10
  SPEAKER_02: Nutrition is an important thing for this age group to properly grow and be strong enough to sustain all the things they want to do.
• 1:01:22
  SPEAKER_06: What have I been saying like they want to do all of this stuff they want to progress and be better and take all these classes and we've had we have have had several several episodes on nutrition you know specifically for like long competition weekends and how do how are we traveling with food and how do we make good choices and everything.
• 1:01:38
  SPEAKER_07: So and not just like a bag of pretzels like this right there it has to be like oh the amount I'm like come on I'm like it just has to be sustainable it has to be achievable for your body to feel good.
• 1:01:49
  SPEAKER_02: So at the end of the day like I don't want to see you guys like tired and exasperated because you haven't eaten like that seems like a personal how do you expect to do an Alissa con leap that has your legs up in the air turned out off the ground how do you expect to do a toe touch how do you expect for your partner to lift you if you can't even jump because you have no energy exactly exactly exactly knock on knock on there dun dun dun but you you we say exactly and we think like that makes perfect sense but for some reason they still you didn't even drink a glass of water today not a sip how do you somehow in the 90s though let's be real we all ended up okay with no water you remember like they were like lived on one Mississippi on your water fountain and then they made you leave did they do that at school for you come a long way standing line at the water fountain and you got two Mississippis to drink your sip of water from the water fountain.
• 1:02:45
  SPEAKER_06: Oh yeah or even just like growing you had a water bottle in the getting the Mississippi's oh I don't know but like that's what like we just didn't drink water.
• 1:02:54
  SPEAKER_06: I didn't drink water my whole childhood.
• 1:02:55
  SPEAKER_07: Or even like backed water growing up I like I You're making me thirsty I have to drink has changed you know so it's interesting but I I'm telling you like nutrition has been like a huge issue too.
• 1:03:08
  SPEAKER_07: So yeah for sure.
• 1:03:09
  SPEAKER_04: Yeah okay so before we wrap one thing I want to say about bodies changing and habits and things I see is lack of understanding of turnout is one of the big things when I you know how we talked about like when it clicks at the very beginning of this chat like oh you the dance it clicks for them.
• 1:03:27
  SPEAKER_04: I feel like that turnout an understanding of how to find that or what it looks like how to sculpt your turnout and activate it really is a transitioning point once you hit puberty and your your hips start changing and all the things and you start to kind of find that.
• 1:03:43
  SPEAKER_04: So like that's a part that's a really crucial thing.
• 1:03:46
  SPEAKER_04: And if you can find it when you're a junior it's gonna be easier for you to find when you're a teen.
• 1:03:50
  SPEAKER_04: But if you haven't found it when you're a junior it's gonna be really hard for you to find by the time you you're you go through puberty and your hips are I mean honestly that could even be even right before juniors too like totally as I mean it depends on how late I started dance late.
• 1:04:08
  SPEAKER_02: So you can't use me as an example but if you start late then you even have more catch up to do.
• 1:04:13
  SPEAKER_02: But like if you are able to start as a five or six year old by the time you're seven or eight you should have a some sort of like at least visual understanding of turnout.
• 1:04:23
  SPEAKER_02: Totally you know and then like you're saying though junior years if it's gonna be even harder the more that you wait to get this and and also it's also flexibility training proper flexibility training.
• 1:04:35
  SPEAKER_02: And that's working those rotators and the glutes and stretching those out yoga I'm telling you if any of you do I'm I was I trained in hot yoga and like I can't even it's the best the best detoxification purposes and but also just the deeper stretching of it all because of the heat it's amazing.
• 1:04:57
  SPEAKER_02: Yeah.
• 1:04:58
  SPEAKER_04: Especially once you hit puberty and you get tight everything is tight you know your hammies that were once flexible are tight now and your back that was once bending in half you can't go as far as you used to in your cambre or whatever.
• 1:05:09
  SPEAKER_02: So having access to yoga or hot yoga could be helpful for dancers who are going through I encourage I encourage my students in the summer to go do those things with their mothers and dads their fat their parents like go to you know get your parents involved and take have them take you to hot yoga.
• 1:05:28
  SPEAKER_02: Go do these things together and I'm gonna just quickly say this because I know we're wrapping up that's another thing is the summer pro it's the summertime.
• 1:05:36
  SPEAKER_02: Yeah you're off for two months you can literally negate almost all of your work that you did throughout the year and progress by not dancing for two months in the summer.
• 1:05:47
  SPEAKER_07: And a week long summer intensive is not enough time.
• 1:05:50
  SPEAKER_07: Not enough we go back to that it's not enough we go back to that it's a hundred percent I'm so with you it's just about like again like the cross training to the understanding consistency.
• 1:05:59
  SPEAKER_02: It's consistency
• 1:06:01
  SPEAKER_04: Yeah.
• 1:06:02
  SPEAKER_04: It's true.
• 1:06:03
  SPEAKER_02: You have to be consistent.
• 1:06:04
  SPEAKER_04: One of the th things that I want to ask y'all, because we are all judges here, is some of the things that you see and what you notice of dancers who are in junior and are transitioning into the teen level.
• 1:06:17
  SPEAKER_04: Is there an expectation that you have from junior to teen?
• 1:06:20
  SPEAKER_02: Are you talking like th 12, 13 to like 13, 14?
• 1:06:24
  SPEAKER_02: What kind of are you going to do?
• 1:06:25
  SPEAKER_04: Yeah, like the division, I guess.
• 1:06:27
  SPEAKER_04: So like if it's a junior division, if they're like 10 to 12 years old, now they're actually gonna advance into the teens division, which is 13 to 15.
• 1:06:35
  SPEAKER_04: Like what type of things do you expect to see from a junior, like if you're judging a junior versus if you're judging a teen?
• 1:06:42
  SPEAKER_04: Like things that maybe juniors can start keeping their eye on that they need to work on if they are trans making that transition.
• 1:06:48
  SPEAKER_02: So clarity and detail of foundation work, right?
• 1:06:51
  SPEAKER_02: So releves and like let's say, let's just take pirouette, for example.
• 1:06:56
  SPEAKER_02: Your passe is up placed correctly, your knee is in front of your hip, you have a high, your foot is pointed, you're not sickle, your foot's not sickle, and your releve is your heel is high and your knee is supporting knee is straight and your kneecap is lifted, like and everything's just pulled up, and you can do a clean double.
• 1:07:15
  SPEAKER_02: Like I feel like you should be able to do a clean double by then.
• 1:07:20
  SPEAKER_02: If not, even people are doing.
• 1:07:22
  SPEAKER_02: I have a I have a student who's doing four and five and six pirouettes at a as a 14-year-old.
• 1:07:28
  SPEAKER_02: And she's amazing.
• 1:07:30
  SPEAKER_02: And like that's what I'm looking for.
• 1:07:32
  SPEAKER_02: I mean, I'm not looking for four and five and six pirouettes, but you know, that uh straight knees in a split.
• 1:07:38
  SPEAKER_02: Yes, you know, and that again goes back to the proper flexibility training.
• 1:07:43
  SPEAKER_02: Are they taking enough classes weekly?
• 1:07:46
  SPEAKER_02: Are they taking the right classes?
• 1:07:49
  SPEAKER_02: Is are the classes long enough?
• 1:07:51
  SPEAKER_02: We didn't even talk about that.
• 1:07:52
  SPEAKER_02: For me, I feel like ballet should be no shorter than 75 minutes.
• 1:07:56
  SPEAKER_02: 90 minutes should always be, I feel like a ballet class, pretty much, especially in the junior level.
• 1:08:03
  SPEAKER_08: Yeah.
• 1:08:04
  SPEAKER_02: Um, it's definitely no shorter than 75 minutes, but an hour is nothing.
• 1:08:09
  SPEAKER_06: Right.
• 1:08:09
  SPEAKER_02: I have teachers who did bar for 45 minutes.
• 1:08:12
  SPEAKER_02: Right.
• 1:08:12
  SPEAKER_06: Yes.
• 1:08:13
  SPEAKER_06: Oh, 100%.
• 1:08:14
  SPEAKER_07: Yes.
• 1:08:14
  SPEAKER_06: Oh, yeah.
• 1:08:15
  SPEAKER_03: Every ballet class I take is that.
• 1:08:16
  SPEAKER_07: No, I think um you really touched on a great point of like just re like a strong supportive releve, just because I go back to the classroom setting of, you know, can you give me a clean double and landing it clean?
• 1:08:29
  SPEAKER_07: Yes, can you prepare?
• 1:08:30
  SPEAKER_07: Nice, sure.
• 1:08:31
  SPEAKER_07: In the in the turn, you're turning great.
• 1:08:34
  SPEAKER_07: But when you land, you land, that's what I'm saying.
• 1:08:37
  SPEAKER_07: Can you land correctly?
• 1:08:38
  SPEAKER_07: So, like for me, I'm looking at part of the turn.
• 1:08:40
  SPEAKER_07: I'm looking from the start, the execution itself, and finishing.
• 1:08:45
  SPEAKER_07: How can you get from plan A to B to C?
• 1:08:47
  SPEAKER_07: If you can't, if you got A and B, kudos.
• 1:08:50
  SPEAKER_07: C, that's like that's what I'm seeing is that there's no like finishing and there's no structure in the finish.
• 1:08:55
  SPEAKER_02: So as a supportive and as a supportive judge, I will always say, like, oh, you got your preparation and your execution were great, like, but you just have to keep working on landing your your jumps.
• 1:09:06
  SPEAKER_02: Even it's the same with jumps.
• 1:09:08
  SPEAKER_02: Yes, you can prepare a jump nicely.
• 1:09:10
  SPEAKER_02: You can jump good, but then your landing doesn't, you don't use your plie, or you can start with flexed feet into a jump and your preparation's not good, and then your jump is good, and then your landing's okay.
• 1:09:22
  SPEAKER_02: So there's the three parts that you know, and I try to encourage them and be positive, and but then you know, still talk about which one still needs the work.
• 1:09:30
  SPEAKER_02: But yeah, I just agree with you.
• 1:09:33
  SPEAKER_07: So important of like the fundamentals, yeah, like the fun, like the fundamentals of everything, and not just like for one certain type of category, it's just every type of category.
• 1:09:43
  SPEAKER_07: So, like I teach flamenco as well.
• 1:09:45
  SPEAKER_07: It's not as popular at my studio, it should be, but it's just fun, yeah.
• 1:09:49
  SPEAKER_07: I know, thank you.
• 1:09:50
  SPEAKER_07: So, and that was something that Yolanda really specialized in, but there's something that she always used to come back to of like, yes, we're utilizing our portabraw the same way that we're doing it in ballet is the same way we're doing it in flamenco.
• 1:10:01
  SPEAKER_07: So it's always for me, tying it to different genres.
• 1:10:04
  SPEAKER_07: So if somebody's in the tap category and they're not using their arms as they should be, then I'm like, wait, can we go back to how we are training in our ballet, strength and conditioning classes?
• 1:10:16
  SPEAKER_07: How are we supporting our arms in this tap section?
• 1:10:19
  SPEAKER_07: So, like for me, I try to always bring it back to either like the fundamentals, the understanding, the basics, because at the end of the day, like you never stop learning in dance, you never stop learning what's new, what's either trending, or whatever the case is.
• 1:10:32
  SPEAKER_07: It's always like being up to the knowledge of it.
• 1:10:35
  SPEAKER_07: So, yes, can I see a clean double?
• 1:10:38
  SPEAKER_07: Sure, but how are you getting X, Y, and Z out of it?
• 1:10:41
  SPEAKER_07: Or a jump or a turn sequence or an acro pass?
• 1:10:45
  SPEAKER_07: Like there's so many things that come into it, but it's going back to the basics.
• 1:10:49
  SPEAKER_07: It's you know, in your aerial, are you really prepping for your aerial smartly?
• 1:10:55
  SPEAKER_07: Like, are are we coming out of it to where we're almost injuring ourselves for it?
• 1:11:00
  SPEAKER_07: So, no, it's like thinking about like our fundamentals, and that's something that I always bring it back to um when I've been judging.
• 1:11:06
  SPEAKER_06: Agreed.
• 1:11:07
  SPEAKER_06: I think for for me, when I'm when I looking at the junior division and the teen division, you know, sometimes we get ages, right?
• 1:11:14
  SPEAKER_06: Sometimes the competition will list the name of the dancer, the style, the age, whatever.
• 1:11:18
  SPEAKER_06: So I can always tell even without the age being listed.
• 1:11:21
  SPEAKER_06: Are you a new teen or are you a teen that has been a teen for two years?
• 1:11:26
  SPEAKER_06: Yes.
• 1:11:27
  SPEAKER_06: Because if there are some of these, you know, 12 or 13 year olds, whichever the division dictates, that is a teen, you can I can almost always tell when you are the younger part of that teen division because you still have a junior quality about your movement.
• 1:11:41
  SPEAKER_06: And that means you're not as grounded as the 15-year-old or the 14-year-old.
• 1:11:45
  SPEAKER_06: You are still not transitioning as smoothly.
• 1:11:48
  SPEAKER_06: Or your choreography doesn't allow you to transition as smoothly because we're still thinking this is a 10-year-old junior as opposed to a 12-year-old junior or whatever the case may be.
• 1:11:57
  SPEAKER_06: So, you know, when I see somebody in the junior division who's who's gonna win first place, she's already dancing like that teen.
• 1:12:05
  SPEAKER_06: She already has those movement qualities of groundedness, of smooth transitions, of understanding the beginning, middle, and end of a step.
• 1:12:13
  SPEAKER_06: And so when people are at, we get this question a lot, is like, oh, it's my kids' first year as a teen.
• 1:12:18
  SPEAKER_06: It's my kid's first year as a junior.
• 1:12:20
  SPEAKER_06: What do we do to be able to compete with those kids who have been in that division for a few minutes?
• 1:12:25
  SPEAKER_02: Are we talking about like an intermediate level slash like an advanced level or not?
• 1:12:30
  SPEAKER_02: I'm assuming we're not talking about novice.
• 1:12:32
  SPEAKER_06: Not talking about novice.
• 1:12:33
  SPEAKER_06: No novice, I don't hoping for the best for all of you.
• 1:12:36
  SPEAKER_06: You know what I mean?
• 1:12:37
  SPEAKER_06: But like, yeah, once we're in intermediate or team or advanced.
• 1:12:40
  SPEAKER_02: Like novice is they they're the more the like the recreational kids.
• 1:12:43
  SPEAKER_02: Maybe they only take dance once or twice a week and that's it.
• 1:12:46
  SPEAKER_08: Yes.
• 1:12:46
  SPEAKER_02: And then, but we're talking like intermediate advanced.
• 1:12:49
  SPEAKER_02: I agree with everything you just said.
• 1:12:51
  SPEAKER_02: Like it, yeah, that's very important.
• 1:12:53
  SPEAKER_02: It is even if it's your first year transitioning into this age group, now you're sort of like it's like when you go from an eighth grader in middle school and you're at the top of the school, and then you go to a ninth grader in high school, and now you're at the bottom of like the social ladder or whatever of the grades, right?
• 1:13:13
  SPEAKER_02: And so now you're you're not the top of the school anymore.
• 1:13:16
  SPEAKER_02: You're a ninth grader, you're starting over.
• 1:13:18
  SPEAKER_02: Yeah, you have to kind of settle back in.
• 1:13:20
  SPEAKER_02: It's the same thing when you transition from one age group to the next.
• 1:13:24
  SPEAKER_02: Yeah, it doesn't have to feel that way though.
• 1:13:26
  SPEAKER_02: If you're pre if you're prepared and you've done your work, you can excel.
• 1:13:31
  SPEAKER_02: Yeah, you can excel moving from one transitioning from one age group to the next.
• 1:13:37
  SPEAKER_02: But I do see what you're saying.
• 1:13:39
  SPEAKER_02: Like a lot of parents and students struggle with that.
• 1:13:43
  SPEAKER_02: And yeah, the excuse is like, oh, it's our first year.
• 1:13:46
  SPEAKER_02: No, you just have to keep doing the work, right?
• 1:13:50
  SPEAKER_02: Keep putting in the work and just keep doing your strength and conditioning, keep showing up to your classes.
• 1:13:57
  SPEAKER_02: Be it's the be consistent.
• 1:13:59
  SPEAKER_06: Yes, absolutely.
• 1:14:00
  SPEAKER_06: And I mean, we again like we have to wrap up, but like performance quality, and that really plays into are you a first-time first-year teen or are you a last year teen?
• 1:14:11
  SPEAKER_06: Because those two years, it's like I've never had a boyfriend to I've had five boyfriends or whatever it is.
• 1:14:17
  SPEAKER_06: You know what I mean?
• 1:14:17
  SPEAKER_06: Like it's experience, it's maturity.
• 1:14:19
  SPEAKER_06: So, like, that's some of the things I see too.
• 1:14:21
  SPEAKER_06: And performance quality in that transition year, it's like at some point you have lived your life a little bit more, and I can see that, oh, you live firmly in the teen category in terms of technique, precision, execution, and emotional performance quality, or you have just come into the teen world in all of those ways, too.
• 1:14:40
  SPEAKER_02: You know, I agree with you, but I see some seven, eight, and nine-year-olds and 10-year-olds can blow the freaking pants off some of these 12, 13, 14, 15-year-olds' performance quality.
• 1:14:54
  SPEAKER_08: Right.
• 1:14:54
  SPEAKER_08: And they don't have the experience, they never had a boyfriend.
• 1:14:57
  SPEAKER_02: And and they're just they are living in the song, fearlessness, yeah, fearlessness.
• 1:15:02
  SPEAKER_02: There's they're actors, and I feel like that's also something that needs to be more encouraged, and uh, there's a word I'm looking for.
• 1:15:10
  SPEAKER_02: Implement yeah, like they needed to be talked about in classes more, just perform performance quality from a younger age.
• 1:15:18
  SPEAKER_07: Yes, absolutely.
• 1:15:19
  SPEAKER_04: Y'all, this is such a great chat.
• 1:15:20
  SPEAKER_04: We could chat all day.
• 1:15:22
  SPEAKER_04: I know we want to.
• 1:15:23
  SPEAKER_04: There's just so much more to say on this on this discussion, but you've been fabulous guests and shared so much.
• 1:15:29
  SPEAKER_04: And I hope that all of our listeners have enjoyed this chat.
• 1:15:32
  SPEAKER_04: I guess we'll have to keep it going with the part two at some point for sure.
• 1:15:35
  SPEAKER_02: For sure.
• 1:15:36
  SPEAKER_04: But we always have our guests on making the impact lead us out with just one final thought on the topic.
• 1:15:42
  SPEAKER_04: So if you want to share anything that we missed that we haven't got to, any advice you want to share to dancers, to parents who have dancers that are juniors, teens, to studios, whoever you'd like to speak to, final thought about the juniors and the teens.
• 1:15:55
  SPEAKER_07: So I guess like my final thought would be just have patience.
• 1:15:59
  SPEAKER_07: I know this is like such like a crucial moment in their lives.
• 1:16:03
  SPEAKER_07: Um, but having just a supportive system also is so critical for them at this age group.
• 1:16:09
  SPEAKER_07: And that's something that I've like really, really honed myself in is not just treating them as a teacher, not just treating them as a mentor, but again, having that boundary at between friend, but also like meeting them where they're at.
• 1:16:22
  SPEAKER_07: It's really, really important.
• 1:16:24
  SPEAKER_07: Um, so for me, it's meeting them where they're at, but still having that boundary of respect.
• 1:16:28
  SPEAKER_07: Um, so that they understand that yes, these policies, these procedures are important for their growth and their development.
• 1:16:36
  SPEAKER_07: But at the same token, like I'm here to help and I'm here to help discipline, help navigate this like crucial time.
• 1:16:43
  SPEAKER_07: So for me, it's making sure that they know that I'm here to help, not harmed.
• 1:16:48
  SPEAKER_07: Um, so that would be like my last piece of advice is yes, this time frame is crucial, but um, it's also important that they know that they have a supportive system with me too, as their studio owner.
• 1:16:57
  SPEAKER_03: All right, Carlos, you're up.
• 1:16:59
  SPEAKER_03: Final thought.
• 1:17:00
  SPEAKER_02: So I want to piggyback what um Crystal was saying that I feel like for parents to be supportive of their studios and honor their studios' rules and regulations on certain whether it's um attire and uniform and the classes that they have to take, there's a reason that they've set the program up the way that they set it up to lead them into the next phase of their dancing.
• 1:17:34
  SPEAKER_02: And you know, if they want them there for two to three times a week for ballet, they should honor that and show up.
• 1:17:40
  SPEAKER_02: Attendance is important.
• 1:17:42
  SPEAKER_02: The other, especially just at this age group for back to consistency, is just be consistent.
• 1:17:48
  SPEAKER_02: Show up to your classes, show up to your rehearsals, and even if you're sick or injured, if you can be there, you show up and you watch and you're attentive.
• 1:17:59
  SPEAKER_02: And I am talking to anyone who wants to grow.
• 1:18:03
  SPEAKER_02: Like if you want this as if you want to be the best you can be, even if you're gonna end up being a pediatrician or a dentist one day.
• 1:18:12
  SPEAKER_02: But if you want to be the best you can be at at dancing while you're doing it, that's like that to me, that's like what your your goal should be.
• 1:18:21
  SPEAKER_02: You want to just be do your best at everything that you're doing in life.
• 1:18:25
  SPEAKER_02: It's not like you just don't want to show up or just don't, you know, don't be on the competition team.
• 1:18:30
  SPEAKER_02: Don't just don't do it.
• 1:18:31
  SPEAKER_02: Like, don't put yourself under that microscope if you're not willing to put in that work.
• 1:18:36
  SPEAKER_02: So I feel like be supportive as a parent and be consistent as a student, and you're gonna grow and you're gonna see progress in yourself.
• 1:18:50
  SPEAKER_04: We hope you enjoyed our latest episode all about the junior age division.
• 1:18:55
  SPEAKER_04: Be sure to follow our IDA judges and special guests on Instagram.
• 1:19:00
  SPEAKER_04: You can find Crystal at Coreio underscore vi underscore K and Carlos at Carlos Day Barrows 513.
• 1:19:11
  SPEAKER_06: Don't forget to follow Making the Impact on Apple Podcasts, Spotify, Amazon Podcasts, and pretty much everywhere you listen to podcasts.
• 1:19:17
  SPEAKER_06: And if you want more exclusive episodes, support our podcast by joining our Platinum Premium membership for only$5 a month.
• 1:19:24
  SPEAKER_06: Subscribers receive free Making the Impact stickers, shout-outs live on the air, ad-free listening, and exclusive access to our QA episodes for members only.
• 1:19:32
  SPEAKER_06: Join now at Impact Dance Adjudicators.com/slash Platinum Premium or click the link in our show notes.
• 1:19:38
  SPEAKER_04: Be sure to check out IDA affiliated competition Elevation on Tour.
• 1:19:43
  SPEAKER_04: Elevation on Tour is redefining the dance competition and convention experience.
• 1:19:49
  SPEAKER_04: Driven by a commitment to service, integrity, and innovation, Elevation on Tour is constantly evolving to ensure the best for your studio.
• 1:19:58
  SPEAKER_04: Engage, embrace, and elevate your dance experience at Elevation Dance Convention.
• 1:20:03
  SPEAKER_04: The convention atmosphere is carefully crafted to promote inclusivity, personal growth, and character development.
• 1:20:10
  SPEAKER_04: With their inspiring faculty, Elevation on Tour empowers dancers to return to the studio with the newfound energy and love of dance.
• 1:20:18
  SPEAKER_04: Elevation on Tour Competitions offers three performance levels, stunning awards, and a distinguished four-judge adjudication panel, including two specialty critiques for choreography and technique.
• 1:20:29
  SPEAKER_04: Don't miss out on the teacher hospitality suite and dedicated warm-up area at every location.
• 1:20:35
  SPEAKER_04: For more information about Elevation on Tour, visit their website at Elevationontour.com and find them on Instagram at ElevationOnTour.
• 1:20:45
  SPEAKER_06: Season 7 of Making the Impact continues in the coming weeks with a throwback episode all about the minis and another IDA competition spotlight episode.
• 1:20:54
  SPEAKER_04: We'll see you next week for another great episode on Making the Impact.