Move It! Shake It! Share It! 1

Move It! Shake It! Share It!

Leticia Zavala

Texas A&M University Corpus Christi

Authors Note

This paper was prepared for English 1301 taught by Mrs. Felicia Dziadek.

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Abstract

A Discourse community is set up of characteristics that Swales sets on the book Writing

About Witing and this characteristics is met by dance teams. Within the discourse community of

dance teams there is a problem that members of this community face and that is the dancers

don’t get the credit that they deserve for being able to dance with techniques. A dance teams

work should be recognized and give credit, because they spent so much time in perfecting their

movements to give an amazing performances. With my observations, interviews, and a survey

that I conducted I prove my position that dance teams are not giving much credit for the work

that they do.

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Dance Teams is just one of many discourse communities that are out there with goals to

accomplish. Being able to de part of this discourse community requires skills and techniques, but

most people don’t realize this process. You and I from part of many different discourse

communities even though we don’t realize it, but we actually get ourselves involved without

even knowing. Discourse communities are everywhere not just in schools, colleges, nor churches

they are all over our community. From interacting with your roommate in your dorm to being

part of a science club is tiding you in a discourse communities. Dancing by its self won’t

function as a discourse community but once we talk about “Dance Teams” we are creating a

discourse community within dancing. According to Swales contributing author Writing About

Writing states, “We need then to clarify, for procedural purposes, what is to be understood by

discourse community and, perhaps in the present circumstances, it is better to offer a set of

criteria sufficiently narrow that it will eliminate many of the marginal, blurred and controversial

contenders” (Swales, 2011 para 5). Swales sets a criteria that a discourse community has to meet

in order to be classified as a discourse community. The criteria has six characteristics that it has

to meet which are: having common goals, participatory mechanisms, information exchange,

community specific genras, a highly specialized terminology and a high general level of

expertise (Swales, 2011 para 21). Wardle explains, “We can respond to these complaints more

effectively when we better understand the ways in which writing is bound up with issues of

identity and aurhority” (Wardle, 2011). The discourse community of Dance Teams meets the six

characteristics that Swales sets for a discourse community, furthermore, by my observations

made I encounter a problem faced by dance teams; they are not given much credit for what they

do, and we need to learn how to appreciate their hard work and view what they do as a sport.

Characteristics of a Discourse Community

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Let’s analyze the characteristics that Swales presents for a discourse community. The

first characteristic, “A discourse community has a broadly agreed set of common public goals”

(Swales, 2011 para 11). This means that there is a purpose for every discourse community that is

being created or for those that already exists in which they share goals among each other. The

goals in each discourse community are different for every other discourse community. These

types of goals are public and can be high level or abstract. Dance teams main goal (which sets

the first characteristic) is to show their great talent as dancers, and give a great performance to a

crowd of people. Dance teams also construct goals as an individual such as acquiring skills and

techniques to develop as a dancer. They also develop long relationships with their teammates.

The purpose of a dance team is to provide a dance outlet where dancers can express their

creativity and love of performing; also dance teams encourage diversity and all styles of dance.

Second characteristic says, “A discourse community has mechanisms of intercommunication

among its members” (2011, para 12). This doesn’t mean that all the discourse communities have

the same way of communicating the mechanisms of commination will vary from discourse to

discourse. The mechanism of intercommunication among the members of a dance team is done

by text-messages, telephone calls, e-mails, schedules, practices, and meetings. The two most

important mechanisms of communication for a dance team are practice and meeting, because

holding meetings presents the chance to build or strength relationships among the members of a

dance team such as with the choreographer. On the other hand practices improves performances

of he dances which helps them acquire new skills and strategies to develop as dancers. Third

characteristic states that, “A discourse community uses its participatory mechanisms primarily to

provide information and feedback” (2011, para 14). This means that if you form part of a

discourse community and you never participate in the discourse you can’t formally be part of the

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discourse community, because of the lack of information not being provided from your side. The

discourse should be able to provide information to those that have an interest to join in, and for

the same reason be able to get feedback from those who are interested. Dance team discourse

community way of provide information and feedback is by forming associations of the same

discourse. One of the associations in which you can get involved with this discourse community

of dance teams is by joining the National Dance Association (NDA) which provides grants and

professional development for those that want to become professional dancers. There is also the

Universal Dance Association (UDA) which provides information about competitions, special

events, and provides camps to attend. Fourth characteristic states, “A discourse community

utilize and hence possesses one or more genres in the communicative furtherance of its aims”

(2011, para 15). Refers to the topics, forms, functions, and positioning of discoursal elements.

Also how the roles of text play the operation of the discourse community. The genres in the

community of dance teams are website (such as facebook), flayers, and word of mouth. The fifth

characteristic illustrates that, “In order addition to owning genres, a discourse community has

acquired some specific lexis” (2011, para 16). This is the use of terminology within a specific

discourse community. In a dance team there is always new music coming along and the dance

teams have to be able to interpret this music with what skills they have and acquire new skills as

well. All this incorporates the lexis of dancing which comes from the French terminology for

example: arabesque (standing on one leg with raised leg extended in straight line to rear and for

pointed), ballon (the ability of a dancer to hold in the air a pose or position), battement (high or

low kick: grand battement or petit battement), pirouette (a complete turn on one leg), and etc.

(American ballet theater). The steps performed in a dance team are done by an eight count. This

lexis is mostly used during practices and meetings discussed between the dancers and the

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choreographer. The last characteristic states that, “A discourse community has a threshold level

of members with a suitable degree of relevant content and discoursal expertise” (2011, para 17).

This is the evolution of members in a discourse community. The different member may range

from different ages to different believes. Dance teams are made up of a variety of members from

different ages within the directors/ choreographers, captains/ head of the team, dancers, parents,

and family members. There are always newcomers into this discourse community of dance

teams. In order for the newcomers to learn the lexis this new members are sent to camps where

they are taught the basics about dancing (Lowry, 2011).

Background Information

Call it a dance team, a drill team, a pom squad, pep squad, or dance squad; it's all about

the field event that keeps you in your seat during the half-time show. The art of dancing does not

have a specific origin. In most ancient civilization dancing was performed mainly in tribes as a

ritually, in prayer for a god, and in thanks for health and bounty. As the years passed dancing

was not always objected openly by society as a whole. Certain conservative and religious groups

objected to the practice of dance, and delivered harsh criticisms and condemnations to prevent

recklessness and disorder. In today’s society dancing has changed dramatically over the past fifty

years (Aldrich, 2011). Dancing is all around from social dancing at clubs to professional dancing

within a dance team. Dance is strenuous. In fact, dancers have one of the highest rates of non-

fatal on the job injury. Due to this fact many dancers stop performing by their thirties because of

the physical demands on the body (Aldrich, 1991).

Methods

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I observed the Islander Dance Team at Texas A&M University Corpus Christi during

their practice that are were held at The House Field form 8:00 am to 10:00 on a Friday. I did this

observation for two days. On the first day I attended the teams’ practice they were going to have

a different routine, because a special guest, Shayna, was going to be their coach for the day. With

his special routine, as they called it, the team was going to be able to learn new techniques on

dancing. I interviewed the Islanders Dance Team coach Melanie Lowry at the beginning of the

teams practice. I also interviewed Felicia Diziadek, a retired ballet dancer. One last interview I

conducted was with Valerie Soto an ex member the dance team of Freeport, Texas High School.

I asked questions about what was expected of them as dancers, and also what the most difficult

task about dancing was. I also conducted a survey in which proves that some people don’t take

dancing seriously.

I used these methods because they allowed me to take a direct look at what I was trying

to figure out, which was how dance teams communicate among each other. In which I explained

how they communicated, within their discourse community, at the beginning of this paper

proving that dance teams meet the characteristics of a discourse community. The interviews

helped me understand the expectations of a dancer and how much skills they have, and how they

maintain a good relationship with their choreographer or coach.

I analyzed the data collected by applying Keith Grandt- Davie rhetorical situations

strategies in order to find if there was a problem within the discourse community of a dance

teams. “Asking what the discourse is about, then, involves identifying the subject matter or topic

at the most obvious level, but also determining issues that underline it and the stases that should

be addressed” ( Grandt- Davie, 2011 para 9). Based on the analyses of me observation I found

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an issue faced by dance teams. The problem is based on how public perceives dance teams in

which they think that dancing is easy and do not appreciate their performance.

Results

Since I’m analyzing the discourse community of Dance teams I found out how much

work these dancers put into their practices just to five us a great performance night for three

minutes. People don’t take their hard work into consideration when they see them dance, because

public think that dancing is easy that moving and shaking one’s body can be done with no skill

nor techniques. My question is why people think that dancing is easy to perform is it because

every time we see dance teams perform we don’t really give them the credit for doing such an

outstanding performance, or is it because dancing does not require having a ball for it to be seen

as a difficult sport to practice. Dancing is an art but it requires strength just like any other sport.

Yes, dancing is a sport, but when people hear the word “sport” they think more of it as in

football, basketball, baseball, soccer, all the other sports that include a ball except for dancing.

We have to end this nonsense and delve in into what it takes to be in a dance team let’s focus on

the hard work it takes to be able to perform with such technique, and the requirements need to be

part of this discourse community.

Research and Observations

In reference to my research I realized that dance teas put in a lot of dedication into

dancing and it is not being recognized by the public. On my observations done based on the

Islanders Dance Team I could see how much this team members put into dancing. When the

choreographer taught the team a new move they all were so interested in learning how to do it in

no time. In no less the then three minutes the whole team had picked up the new move

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(Observation Islander Dance Team, 2011). In just a short period of time this girls learned a

whole new dance. When the girls couldn’t get the move right the choreographer would make

them do some exercises that would help them develop the move she wanted them to perform.

One important fact that I learned out of my observation was the members of the team never gave

up on their passion for learning new techniques. They were determined to learn new techniques

in order for them to develop as better dancers (Observation Islander Dance Team, 2011).

Techniques is the basis of all fundaments of dance, from holding your body correctly while

performing, to executing skills properly whether its jazz, pom, hip hop, or kick, there is always

an element of techniques that can be improved upon. Dancing is not only done to improve in

skill but also a good way to exercise and maintain a good healthy life style. Flexibility is an

important part of being healthy followed b strength, endurance, and sense of well- being

(Bendinghaus, 2011). All this qualities have to be well developed and most of us are not even

flexible to do a cartwheel, or to make a full straight clean turn on one foot.

Interviews

The interview held with Melanie Lowry coach of the Islander Dance Team, is relevant to

my topic, because it helps me prove that dancing is not easy as many people think it is. Lowry

states that there requirements needed in order to be part of the team. Lowry states,

“Requirements are different from year to year, and we require six skills to be demonstrated on

tryouts” (Lowry, 2011). Some requirements need for tryouts for example are being able to

perform a turn sequence, triple pirouette, turning disc, toe touch, and tilt jump (Lowry, 2011).

Tryouts for a college differentiate “College dance team tryouts are much different than high

school tryouts” (Dance team, 2011). Also I asked Coach Lowry what was the most difficult task

about coaching a dance team and she responded, “Separating form being their coach to being

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their friend” (Lowry, 2011). Coaching is not an easy task because the team has to meet the

standers that a coach or choreographer has set for them. Setting expectations makes this

discourse very demanding. Lowry said that she herself considers herself of being very strict and

demanding with her team she want on saying, “They should know what is expected form them

when they walk in, in the mornings to this gym” (Lowry, 2011).

Interviewing Felicia Dziadek, a retired ballet dancer, gave me an opportunity to dig deep

inside what a dancer had to be able to do in order be a good dancer. Dziadek pointed out that the

practices are very time consuming and sometimes very demanding as when she used to dance her

practices where eight hours every week. Plus there where was also weekend practice that she had

to attend in order to maintain her skills and learn new skills. When I asked her that what was the

most difficult task about dancing she said, “Pleasing the instructor you want to please the

madam; you want her to be proud of you” ( Dziadek, 2011). On order to fulfill the

choreographer you dance members have to be healthy and have a good core line and be able to

maintain it (Dziadek, 2011). Not only do you have to look good but also fulfill what the

instructor wants. The dancers have to know what is expected from them because an instructor is

neither a babysitter nor their mother that is going to be after them every minute and telling them

what to do

Interviewing Valerie Soto, an ex-member of the Barzosport Shipmates Dance team at

Brazosport High school in Freeport, Texas, opens up that not matter at what level a dance team is

at it will always require he same amount of skills and techniques and of course start building

their way up over time. Practice plays a major role in developing as a dancer. Starting at a high

school level, like Valerie Soto did, can be difficult to gather the techniques need in order to

perform a dance. As I asked Soto what was the most difficult task about dancing she answered,

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“Learning the dance for the first time, because it is always a work out and you never know what

is going to be then. At the same time there is stuff you have to work on to perfect it. The second

part that is hard is cleaning the dance, which is when you correct to get the dance to look perfect

other than that is all about the love for dance” (Soto, 2011). Learning new dances requires time

and patience in the team as a whole. Soto had to practice and had to be determined in order to

succeed on her performance with the rest of her teammates (Soto, 2011).

Survey

Twenty-four people answered the survey I conducted proving what people think about

dancing and how they don’t give much credit to the teams. Seventeen were females and seven

where male which shows that there is more females who are interested in the discourse

community of dancing .The survey asked, “Do you like to dance?” Ten out of the twenty-four

said ‘yes’ which makes up a 41.7%, four said ‘no’ with a 16.7%, and twelve said ‘sometimes’

which make up a 50%, as you can tell there is more would only dance sometime. The most

important question of the survey which is, “Do you think dancing is easy?” Six people answered

‘No’ which make up a 25%, six answered ‘yes’ which make up the other 25%, and 8 people

answered that it is only a fun thing to do which make up a 33.3%, and seven answered that it is

easy when you are just doing it for fun but once you decided to go profession on dancing it gets

difficult which is a twenty-nine percent. I also asked another important question in this survey

which was, “Do you think dancing is a sport?” Twenty people said yes it is and four said no it is

not. The survey also asked what caught their attention the most when they watched a dance team

perform, and surprising the type of music being played is what attracts their attention the most

followed by the performance of the dance team.

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Conclusion

Next time you watch a dance team performing applaud them and give the he support and

credit that they deserve, because dancing the way they do takes more than just moving around

across stage doing some ‘cool’ jumps. It takes practice and determination and being able to

sacrifice spending time with one’s family just o put on a great show for us to enjoy for less than

four minutes. Take in consideration the devotion of the time they put into dancing just to learn a

few new moves or new techniques which require a great amount of time. Some of us do not even

take the time to stop and watch for a minute perform their talent. If you put yourself in the

position of these dancers wouldn’t you like to receive great amount of cheers such as, “Good

job,” or “Excellent performances teach me how to dance like that!” Let’s learn how to give credit

and appreciate the work others perform.

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Reference

Alfrich, E. (1991). From the ballroom to the hell: Grace and folly in nineteenth century dance.

Retrieved from http://www.americanantiquarian.org/Exhibitions/Dancer/

American ballet theater. (n.d.). Retrieved from

http://www.abt.org/education/dictionary/index.html

Bendinghaus, T. (2011). Top 4 health benefits of dance. Retrieved fromhttp://dance.about.com/

od/danceandyourhealth/tp/Healt-Benefits.htm

Dance team- college dance. (2011). Retrieved from http://www.varsity.com/event/1164/college_

dance.aspx

Dziadek, Felicia. (28, October 2011). Personal interview

Grant-Davie, K. (2011). Rhetorical situations and their constiuents. In E. Wardle & D. Downs

(Eds.), Writing about Writing (p. 101). Boston:

Lowry, Melanie. (28, October 2011). Personal interview

Soto, Valerie. (27, October 2011). Personal interview

Swales.J. (2011). The concepts of discourse community Writing About Writing. (p. 471- 473).

Boston, MA: Bedford’s /St. Martins

Wardle, E., & Downs, D. (2011). Writing about writing: a college reader. Boston:

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Bedford/St. Martins.

Zavala, Leticia. (27, October 2011). Observation Islander Dance Team Practice. Raw Data. Field

House Texas A&M University Corpus Christi

Zavala, Leticia. (14, November 2011). Survey Dance Teams. Raw Data.

http://www.surveymonkey.com/MySurveys.aspx