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UNDERSTANDING OUR, “WHY” (WE DANCE)

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Why do you dance? It’s a question that seems simple, but the answer can be vast, layered, and deeply personal. Have you ever stopped to reflect on why you dance? The reasons behind our passion for dance evolve with time and experience. Perhaps the answer has changed over the years, shaped by the ups and downs of life. Maybe your answer reflects where you are in your career, your age, or the current circumstances surrounding your life. Maybe you’ve had multiple answers over time, or perhaps, there was a moment when you couldn’t quite put it into words at all. Dance, after all, can transcend simple explanation. It’s a calling, a passion that sometimes feels like it chose us, rather than the other way around.

Think about the moments in your dance journey when you couldn’t quite explain why you kept going. Was it because of the music? The joy of movement? The desire to express something words couldn’t capture? Or was it simply because, in some inexplicable way, dance felt like it was meant to be a part of you? For many dancers, the reasons are so deeply ingrained in their being that it’s hard to pinpoint an exact moment when it began. It’s a lifelong passion, and yet, it evolves with us as we grow and experience life.

Now, shift your focus to your students. Have you ever asked them why they dance? Do you ever pause and encourage them to reflect on why they show up at the studio week after week, year after year? What drives them to push through the physical challenges, to face rejection and disappointment, yet keep returning to the dance floor? Dance, for many of us, becomes a part of who we are, but how often do we stop to truly recognize the profound impact it has on our lives? Asking students to reflect on their reasons for dancing—why they love it, why it matters—can open up a deeper understanding of the art form. It can reignite the passion they have for dance and help them realize just how special their journey truly is.

In today’s world, where uncertainty and chaos often seem to dominate the headlines, dance can be a powerful outlet for the soul. It’s not just about perfecting technique or achieving accolades; it’s about what dance allows us to express when words fall short. It provides a space for healing, emotional release, storytelling, joy, frustration, and everything in between. For young students, dance can often feel like a personal pursuit, and they may not yet fully understand just how fortunate they are to be part of something so unique. Dance is more than just an activity—it’s a vehicle for change, for self-expression, and for connection. When students step into the studio, they enter a space where they have the ability to move, be seen, and be heard. They hold the physicality of athletes, the creativity of artists, and the vulnerability of poets. What a gift it is to have access to that power.

As teachers, we often see the physical transformation in our students, but how often do we take the time to understand the emotional and spiritual impact of dance on them? By asking your students why they dance, you may uncover a deeper layer of their connection to the art form. Dance is not just about technique or performance; it shapes who they are as people. It molds their resilience, fuels their creativity, and teaches them lessons about themselves and the world around them. You may be surprised by their answers, and in doing so, you will foster a deeper connection with them and with the art of dance.

So, next time you're in class, take a moment to ask your students why they dance. You already know what their bodies can do. Now, learn what dance means to them and how it makes them feel. The answers you receive may inspire you in ways you never expected. Dance has the power to create change, foster connection, and ignite passion—both in the dancers themselves and in the world around them. As we nurture each student’s love for dance, we are, in essence, shaping not only their future but the future of the world through the art we all share.

Dance is good for the soul, and when we take the time to truly understand why we dance, it becomes an even more profound journey—one that can touch hearts, change lives, and create a better world, one movement at a time.

 

 

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Author

Jessica Rizzo Stafford

Jessica Rizzo Stafford

Jessica Rizzo Stafford is a native New Yorker and graduate of NYU Steinhardt's Dance Education Master’s Program; with a PK-12 New York State Teaching Certification. Her double-concentration Master’s Degree includes PK-12 pedagogy and dance education within the higher-education discipline. She also holds a BFA in dance performance from the UMASS Amherst 5 College Dance Program where she was a Chancellor's Talent Award recipient. Jess now works extensively with children, adolescents and professionals as choreographer and teacher and conducts national and international master-classes specializing in the genres of modern, contemporary, musical theatre and choreography-composition. Jess’ national and international performance career includes works such as: The National Tour of Guys & Dolls, The European Tour of Grease, West Side Story, Cabaret, Sweet Charity, Salute to Dudley Moore at Carnegie Hall, guest-dancer with the World Famous Pontani Sisters and IMPULSE Modern Dance Company. Jess has been a faculty member for the Perichild Program & Peridance Youth Ensemble & taught contemporary and jazz at the historic New Dance Group and 92nd Street Y in NYC. She was Company Director at the historic Steffi Nossen School of Dance/Dance in Education Fund and in 2008 traveled to Uganda where she taught creative-movement to misplaced children. The experience culminated with Jess being selected as a featured instructor at the Queen's Kampala Ballet & Modern Dance School. She has conducted workshops for the cast of LA REVE at the Wynn, Las Vegas and recently taught at the 2011 IDS International Dance Teacher Conference at The Royal Ballet in London, UK. She is also on faculty for the annual Dance Teacher Web Conferences in Las Vegas, NV. Currently, Jess is a faculty member at the D'Valda & Sirico Dance & Music Centre and master teacher & adjudicator for various national and international dance competitions. Recently, she has finished her NYU Master’s thesis research on the choreographic process of technically advanced adolescent dancers and is the creator of “PROJECT C;” a choreography-composition curriculum for the private studio sector. Jess is also faculty member, contributing writer and presenter in the choreography and “how to” teaching segments on the celebrated danceteacherweb.com. For more info, visit her website at www.jrizzo.net.

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