High School Dance Team Analysis

For me, I like to define a team as a group of people who have a same goal that come together to reach that goal and make it a reality. Whether people know it or not they always live and share their life with others as a team. There are family members at their home, work colleagues at their workplace, and teammates in their sport team. There is a team in a relationship. It is something we all need to be

An accomplishment that has sparked a personal growth in my career was the Endure Production Challenge at a Chicago Bulls game. For the week that I worked with Endure, I have learned countless techniques in improving my understanding of dance. As a matter in fact, the first objective that I learned was to build teamwork. Before you can even demonstrate the dance steps, you have to be able to establish bonds within each dance member. The main purpose of this task is to secure that there is a mutual feeling within the team. Once the teamwork exercise is mastered, syncopation and understanding of each dance step come in place. If you analyze professional dancers, you can see that throughout the majority of the time they are in sync with the rhythm

The Chino Hills High School Dance Team performed in their first competition at Esperanza High School. The competition started off with the Freshmen Solos, from Natalie Garcia, Scarlette Esparza, Zachary Ramos, and Simone Carrillo. Sophomore Solos, from Hayley Dyer and Megan Glaudini. Junior Solos, from Brooke Wendel, Rheana Tumang, and Mia Roberts, and Senior Solos, from Emily Ha and Florrie Ku. The sophomore, junior, and senior solos took first place!

I took several beginning classes. I took classes with seven and eight-year-olds. For months, I dedicated hours of my day to dance. I’d dance from three to eight and on some occasion six to eight. Day and night I took classes and kept improving. My teacher Ms. Kim noticed and pulled me aside one day, “I don’t think you should be in this class anymore,” she said. “You need to be in a higher level class. Something more challenging.” I was in complete shock. I knew I was getting better; however, I never thought I’d progress that fast. I left dancing with the little kids and started taking classes with people my age and older. People who have been dancing since they were

One of the most important aspects is sharing a close relationship with the people one is corresponding with. This does not mean the participants must know all the details of the others’ lives or for that matter have known the person for an extended period of time. Instead, the people working together must be able to comprehend the motives of the other members and take compassion in their individual circumstances. Whether it is a sports team where the players may not all be best friends, but realize that each person will try their hardest and have bad days or if it is a business committee who treat all partners’ opinions with respect and attempt to understand their perspective, recognizing everyone has a unique view that deserves its own weight. Teamwork is more than just working together, but is the process of regarding and acknowledging every comrades’ strengths and weakness and then using this as the framework for achieving the overall goal. Personally, I experienced this important factor of teamwork during my years in gymnastic and dance classes. In the beginning of the year, our class would be shy and uncoordinated; nevertheless, as we took consideration about each member and built a personal relationship with everyone in the class we were able to create a relationship of a higher complexity, a team.

It’s really cool to just try the moves we learn in class with different people. I would get really nervous when I dance with someone that’s better than me because I would be scared to mess up, but eventually I got the hang of it. I regret not dancing with the more skilled girls because I would probably have learned a lot from them. It did feel a little discouraging towards the end because no one else was dancing except the more advanced people. So all I could do was observe them and admire how graceful all of them looked.

I have happily been a member of the Blue Illusion Dance Team for all four years of high school, which has allowed me to compete in 3 State Competitions, several other competitions, and innumerable football and basketball games. This was my first year of auditioning for the All-Iowa Dance Team, and I was fortunate enough to be selected for the team. I’ve been a Varsity Team member for 3 years and am a Captain this year, which I couldn’t be more excited about. Although our team has accomplished much at state and other competitions, I think the highest honor we have attained is being invited every year to

During high school, I was a member of a competitive hip-hop team of a private studio where we performed and competed at various showcases and competitions. When the team had a competition for the upcoming weekend, there was a rule where members who missed rehearsals the week following up to the competition would be pulled out of the dance. Although our dances were already finished and formatted with the dancers before the start of the competition season, this rule ensures that the whole team will be able to perform their best during the competition and not have to re-format any part of the dance. Even if one member is missing, this still affects the chemistry of the dancers as well as the formations.

The dance community that surrounds me has been the most impactful in my life. My mother first signed me up for dance classes when I was only four years old, and now almost fifteen years later I am still dancing. I started out at a dance studio in Gresham, Oregon, where I then danced for ten years. I took classes, performed, and started competing against other dancers and studios around when I was nine years old. It didn’t hit me that I enjoyed performing until I started dancing in more and more shows. Dance was a struggle for many years at this specific studio. There was a lot of moves that I couldn’t do, and I got left behind, as the other dancers my age improved and became more flexible. I felt like I owed the teachers, staff, and other

“Dancer support goes a long way. Just be warned; There will be attitudes from some of the girls if you start dancing here all the time. It’s just the way it works. Girls end up forming small groups who stick together. They watch out for each other, and they see everyone else as their competition. You’re actually lucky that you were already part of a group before you started. Some dancers end up on their own for weeks.”

Coming into this semester I was very apprehensive about what to expect. However, having just come from Dance Technique and Performance II, I learned the importance of not othering experiences and to embrace them and use them as a learning tool. I felt that course helped me enter dance partnering through a different mindset, but I was still a bit unsure. In life, I tend to have trust issues. I need to really get to know someone well before I start opening up and disclosing aspects of my life and my thoughts to him or her. Because this is a pattern found in life, it translates directly into my dancing as well. In dance patterning, trust is a major component. When dancing with someone else, it is important you listen to the partner and trust him

For fifteen years I have given my heart and soul to the art form I love, ballet, and I cherish the opportunity to give back to my ballet community by volunteering to teach students at my ballet school. Young dancers often face setbacks early in their dance experiences ranging from injuries to body image issues. When I first began dancing, I was small in stature compared to my peers, so I often danced roles designed for younger children. I felt discouraged, but because the older dancers intimidated me, I rarely sought them out for advice. By serving as a ballet instructor, I work to build relationships with young, aspiring ballerinas, from feisty four year-olds to anxious sixth graders. Beyond offering simple corrections during classes,

Leading a team of teenage girls is most definitely not effortless, but it is something that I’ve done with pride for the past three years. When I entered high school, I was beyond eager to join the dance team. Unfortunately, it was not even the slightest of what I had expected it to be. We rarely performed and when we did, the feeling that I obtained exceeded embarrassment. I have danced since I was three years old, but it was so terribly draining, and not even in a physical way, that I considered quitting the team. At the end of the season my freshman year, though, the coach informed us that she was quitting and offered me the captain position for the following year. So with that, I decided to stay on the team. I was determined to make my

I did an interpretive dance for my reflections project. To go along with my movement I chose three songs that represented each of the artists, authors, and composers. To represent The Hudson River School I used the song Ordinary Miracle (Charlotte’s Web, 1980). I used this song because the song describes environment as beautiful and perfect just like the painting from The Hudson River School. In the dance I tried to be very graceful and as perfect as possible by not making my movement choppy to represent how there were no harsh lines or obvious imperfections in the paintings from The Hudson River School. The Hudson River School paintings were like this because they saw America as beautiful and perfect and at the time there were no harsh conflicts.

The cheer team, The Great White Sharks, represented the school The Great White Shark High School in Maui, Hawaii. It was a big school that had 9,000 students. Every year the cheer team practices all summer so that they can compete in the World Championship. The World Championship is held in Maui, Hawaii this year.