Finding Your Rhythm: Balancing Academics and Artistry

Tamara Houck, a biochemistry and biotechnology major at Tufts University, embodies this evolving trend. A former student of the pre-professional divisions of Dance Theatre of Harlem and Ballet Hispánico, Houck recognized that a professional dance career wasn’t her ultimate goal. However, she refused to relinquish her love for movement. “I didn’t want to stop dancing,” she explains. Her solution? To immerse herself in rigorous academics while simultaneously co-directing the Tufts Tap Ensemble, a student-run club that has become a highlight of her college years.

Houck’s experience underscores a crucial point: a dance degree isn’t the sole pathway to a fulfilling dance life. Many students find that pursuing dance alongside other academic disciplines offers a unique blend of intellectual stimulation and artistic freedom. This approach allows dancers to explore their creativity without the constraints of a specialized curriculum.

Elizabeth Epsen, manager of college dance for the Office for the Arts dance program at Harvard University, observes that college provides a valuable opportunity for dancers to broaden their perspectives. “At college, you can expand what it means to be a person in the world, but also still be a dancer and not lose that identity,” she says. It’s about finding a balance, a synergy between passion and practicality.

Non-Credit Classes: A Gateway to Joyful Movement

Many universities offer non-credit technique classes open to all students, regardless of their major. These classes, often welcoming dancers of all levels, prioritize a joyful and non-judgmental atmosphere. Harvard’s non-credit classes, according to Epsen, are designed to be “safe, nonjudgmental spaces” for students who may be returning to dance after a break or seeking a less pressured environment. Dance Magazine highlights the importance of these spaces for rediscovering the joy of movement.

Duke University takes a more integrated approach, opening nearly all undergraduate dance courses to students from any field of study. Jingqiu Guan, director of undergraduate studies for the dance program at Duke, notes that the majority of students in these classes aren’t dance majors. While fitting technique classes into an already demanding academic schedule can be challenging, the opportunity to learn alongside dance majors provides a valuable cross-disciplinary experience.

Beyond the Classroom: Workshops, Collaborations, and Independent Study

Universities with strong ties to the dance community often host visiting artists, workshops, and interdisciplinary collaborations open to all students. Harvard, for example, regularly invites choreographers like Jack Ferver and companies like CONTRA-TIEMPO to lead workshops and residencies. Students are even invited to participate in performances, such as Heidi Latsky’s On Display Global at the Harvard Art Museums. These experiences provide invaluable opportunities for non-majors to engage with professional artists and contribute to innovative projects.

For students seeking a more individualized approach, independent study projects offer a chance to delve into specific areas of interest. These self-directed projects, guided by a faculty advisor, can explore topics ranging from dance therapy to the history of turnout. Guan recently advised a student who created a dance work exploring her experiences as a Native American on campus through an independent study.

The Power of Community: Student Clubs and Dance Teams

Student-run clubs provide a vibrant and accessible platform for dancers of all levels. From ballet to K-pop, these clubs offer a range of opportunities for performance, collaboration, and leadership. Ava Van Gelder, co-director of the Tufts Tap Ensemble, emphasizes the sense of community fostered within these groups. “Everybody has something else going on in their lives. And we all come together and tap dance,” she says.

Dance teams, often associated with university sports programs, offer another avenue for dancers to hone their skills and perform for large audiences. The University of California, Davis, dance team, for example, provides a rigorous training environment that enhances athleticism and technique. Senior Chloe Gomez notes that participation in the dance team has strengthened her physicality and prepared her for potential professional opportunities. UC Davis offers a unique blend of academic rigor and athletic performance.

What unexpected skills have you gained through your involvement in dance, whether on or off the stage?

How can universities better support students who wish to pursue dance alongside their primary academic interests?

Frequently Asked Questions About Dancing in College