‘You can’t say anything right these days’

Saying the right thing is at the forefront of all our minds when we’re teaching the younger generation in fear of getting it ‘wrong’, being accused by parents or at worst being ‘cancelled’! Often we follow behaviours that have been passed down the generations.

I was lucky enough to have this conversation with Julie Lowe, a Human Givens approved Dance and Talk Psychotherapist and Head of the Dance Psychotherapy Department at a large dance and theatre arts school with over 600 pupils. With full-time professional dance training from the age of 11 at Tring and Bush Davies, and qualifications including AISTD and ARAD, her foundation spans ballet, tap, contemporary, and classical Greek dance.

With many years of experience working with student dancers, teachers, and institutions, her work uniquely bridges elite dance training and psychological wellbeing. Drawing on a Diploma and extended study with Human Givens College (MHGI), specialising in the language of dance within the studio, we hope to work closely with her to provide training to equip teachers with practical, studio-ready tools they can apply immediately.

Julie has shared this wonderful article, with #DanceSmarter as a taster into beginning to change our words as dance teachers.

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Does it feel (metaphorically) as if your hands are tied when teaching in this current era of disallowed actions and words?  

We are surrounded by protocols and advice that appear at first glance to undermine the way we have been taught to teach? Right? Wait a minute – can we look at this another way and use these seemingly restrictive mores to open up new avenues and pathways that will lead to and improve the end result we are all striving towards?

So, how can the current imposition of restrictions on what we should or shouldn’t do or say in the world and dance studio actually help us to nurture, encourage and educate today’s dance students?  Perhaps it will cause us to stop and think? Maybe it’s time to listen  - really listen to ourselves and consider the effect of our language.

Are we passing on valuable knowledge through the dance generations? Yes,

of course we are! But are there sometimes just habitual phrases that we heard during our training still in our vocabulary that are no longer relevant or potentially harmful? Do some of these generational habits in dance classes that no longer serve dancers’ mental health, motivation, or development?  

How can we change that? And turn survive into thrive

As teachers of dance what are our goals? What do we focus on day to day and in the long term? Technique, Artistry, Musicality, Flexibility, Dramatic development, Creativity and Strength. All these attributes are contributary to making a confident and capable and hopefully employable dancer.  Is it time to expand our knowledge of the emotional connection and resilience of the students we teach? If we are predominantly focussing on the development of bodily strength and flexibility etc and overlooking the co-development of the mind of the dancer we are definitely missing a huge opportunity. The understanding of how the brain receives and reacts to praise and correction has advanced dramatically since the advent of MRI brain imaging and this is a gift to all educators and communicators.  The world of sport has utilised this knowledge to significant effect. The question is – is the dance world lagging behind?  Let’s change that now.

Subtle changes in language when teaching can have great effect on motivation, self-management, body image and general behaviour in the studio. Use of metaphor, nominalisations, truisms and imagery are all skills that we can integrate into our teaching and studio management. You will be amazed at the results!  

Unless you are becoming a dance teacher as a Gen Alpha it’s like you have never been taught how the nervous system works in the dance studio.

I’d like to introduce you to a psychotherapists perspective on how stress, threat, and safety affect memory, coordination, and performance

I’d like to remind teachers that Language, tone, and awareness can be learned, just like a syllabus.

Have you found yourself - repeating the same corrections that you were given, not acknowledging that times have changed and what worked in the 90’s doesn’t resonate at all with young dancers today? Language in the dance studio is more than just instruction; it is a critical tool that shapes a dancer's physical expression, mental resilience, and technical precision. Your specific words can transform and create better dancers without even dancing a step.

Tired out the end of a day of teaching and the teenagers are giving you zero personality? It’s really easy to snap and be blunt with our words; the tone and delivery of language significantly impact a dancer's psychological state. The goal is always to encourage dancers to take risks, experiment with movement, and learn from mistakes without fear of judgment.

My final quick thought on language, is that it is vital for building community and a supportive studio culture. When dancers feel safe and connected, they are more likely to push their boundaries and support each other's growth.

The right words can make all the difference, transforming the potential for good dancers into the reality of great ones.

And this is just the beginning.

We’re excited to say we have confirmed Julie Lowe as a seminar at our 2026 Teachers Intensive and she will be working closely with Rosina on some resources for teachers to enhance their learning.