The Consequences of Conservatory Culture on Dance Students

Abstract

Abstract Attending a conservatory places student dancers in the elite atmosphere of the dance world. To an extent dancers must adapt to elitism in order to fit into the type prescribed by the conservatory program and environment. Felt sense of expectation varies from individual to individual, as many develop a reputation for a movement style or interest that may or may not match the individual's own interests. Much research on dance training is centered in pedagogy and the student-teacher relationship. Additionally, there is substantial research on the performative aspects of dance training. However, little research considers peer relationships as affecting the pressure felt by individual dance students. This study seeks to answer the following questions: (1) How does conservatory culture affect a dance student’s sense of self and artistic development? (2) How do students experience overlapping pressure from their teachers, peers, and self? (3) What factors of conservatory training effectively stifle or strengthen the individuality of students? This study utilizes in-depth interviews, movement research, and an ethnography of a cast of 12 conservatory dance students to reflect on the felt pressures of conservatory dance training and the institutional structures that create them. I argue that felt senses of pressure from teachers and peers cause students to fear deviating from the artistic norm of their learning environment and community. Keywords: movement research, illegitimacy, peer relationships, conservatory culture