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Abstract
This article investigates the implications of childhood dance training and its effects on dance artists’ trajectories into the professional field in the United States. It asks what would happen if young movers did not start their dance training with technique, but rather the foundations of the creative process, improvisation, and dance making. By questioning some practices in traditional dance studio education, the article offers approaches for strengthening the evolution of dance training for a better future and as a result, a better prepared professional artist. Taking into account the author’s personal experiences within the dance education system, this article offers various strategies for helping dance students grow into confident artists with agency.
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