How Can We Confront Implicit Bias? The Director of Jacob's Pillow Shares Her Ideas

At Jacob’s Pillow’s June gala, something happened that outraged me: A patron who identifies as black/biracial felt a white man seated behind her touch her tightly coiled hair. When she ignored him, he audibly complained that her hair would block his view of the stage. At dinner, the patron was further subjected to a series of objectifying questions. “What are you?” asked the white woman sitting next to her. Not “who are you,” but a dehumanizing “what.” “Who was black? Was it your mother or your father? What do your children look like?”

After hearing about this, I couldn’t stay silent. I wrote an op-ed for our regional paper, The Berkshire Eagle, describing how Jacob’s Pillow, like many cultural institutions, is working to create a climate of inclusiveness. “We can diversify the artists…we celebrate onstage, the dancers we teach in our school, and the representation of people of color on our board and staff,” I wrote. “What can we do to evolve our audiences so that our institution is truly inclusive?” I invited readers to share their thoughts.

The article resulted in numerous letters to the editor, and the Pillow received hundreds of responses. The great majority were supportive. One suggested that patrons should be provided with movement experiences that engage these issues. Another noted that after reading the piece, he apologized to a black person whose hair he had touched without permission.

There were a few dissenters. One writer doubted the veracity of the patron’s story. Another suggested that I had made it up for attention.

Patrons lined up to speak to me before performances, some with tears in their eyes. They couldn’t believe this had happened at Jacob’s Pillow. In truth, these kinds of experiences occur regularly to patrons and staff members of color, including our interns.

In 2017, Jacob’s Pillow created a staff cultural-competency committee and began a partnership with Massachusetts-based Multicultural BRIDGE to pursue a set of equity, diversity, inclusion and accessibility initiatives. These have included everything from annual staff and board training to gender-neutral bathroom signage and crafting a code of conduct that’s printed in each program. Despite these positive steps forward, this summer’s incident revealed how much work has yet to be done.

When the patron who was harassed at the gala offered to partner with us, we created a board/staff task force that included her. We’ve made strides in the short term, like posting our statement of values across campus and online, and empowering staff members with language to use if they observe or experience a microaggression. For our guests, a contact person to whom concerns may be reported is now listed with the code of conduct in our programs.

Long-term strategies include bystander training, a campus audit with community partners, and revamping our orientation program so that new staff are better informed about the structures in place to support them. We are also thinking about how to welcome companies from other cultures that may have a different relationship to gender and religion.

So why did this op-ed touch such a collective nerve? In part, I think it’s because of the divisive rhetoric coming from some of our national leadership. But also because cultural institutions have been too slow to recognize the racism and bias embedded in our structures—and have overlooked their implications for too long. I see many institutions working to advance equity, diversity, inclusion and accessibility within their organizations, partially out of a desire to draw a broader range of audience members. But we’re missing a big piece of the equation right now if we don’t think more intentionally about the climate we are creating for the audiences we wish to attract.

I believe we need more education—and accountability—in conversing civilly and respect­fully across differences. We need to discuss the many facets of implicit bias, from small to large, so that we all can learn what is and is not appropriate, and create more genuinely welcoming environments for all people.

I’m deeply grateful to the patron who was brave enough to tell me her story. She told me she could not have written an op-ed herself because raising the issue might endanger her school-aged kids. If she’d written it, she said, her piece would never have gotten the attention that my piece, written by a white woman of privilege, did.

As arts leaders, we must do all we can to be advocates and allies. If we want to be both leaders and citizens of our communities, we have to consider who feels that they belong at our institutions, and act in ways that will truly broaden the pathways to inclusion.

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What should students choose? College, concert or commercial dance?

As dancers chassé toward their senior year of school, they begin to decide where dance will take them. Where will they take that next step, or leap, to make their dance dreams a reality? There are so many options across college dance, the commercial scene and company work. Will they audition for a feeder school in hopes to join a concert dance company, will they get an agent and seek commercial work, or will they dive headfirst into academic study at a leading college?

Traditionally, there has been a disparity between concert, commercial and collegiate dance careers, and young students can feel that their choice now may limit their career choices in the future or box them in. But is this changing? And how can you help your students to navigate the gap between these three very distinct dance worlds?

Martin Harvey at Dance Teacher Summit

Martin Harvey at Dance Teacher Summit

Martin Harvey, former principal with The Royal Ballet, who is also an actor and Broadway performer, says, “On the surface, there is definitely a gap. However, underneath, we’re all going for the same thing.”

Commercial dancer Teddy Forance, who hails from a competition dance background, shares the same sentiment, saying, “I think there is still a gap, but it’s definitely closing more and more. I think University of Southern California was massive for the dance world to see. This college is built upon showing different ideas and concepts. You’ve got Forsythe, but then you also have commercial people coming in and teaching.”

Emmy-nominated choreographer Al Blackstone also feels like the gap is “absolutely closing”, adding, “I feel like I thrive in that gap! I enjoy adapting to the kind of audience that my work will have and figuring out how to connect with them most effectively. I try not to worry about which areas of the industry I fit into because ultimately, it’s all dancing, and that is the language that I feel most comfortable speaking.”

Harvey, Blackstone and Forance have all very successfully navigated that gap, enjoying exciting, varied and ever-evolving careers in many areas of the dance industry.

Forance speaks fondly of his recent work in the concert dance sphere with Hubbard Street Dance in Chicago. “It was really cool that they opened up the doors, were so generous and so kind, and really enjoyed my work. It was a really interesting collaboration.”

Teddy Forrance

Teddy Forance. Photo by Katie Goughan.

Blackstone, who seems to jeté effortlessly across many spectrums of dance, is excited about the merging of different dance worlds, sharing that “dancers now have more access to information and training than ever before, and it means that dancers are able to be more versatile than ever. In New York, there are company dancers dancing on Broadway and ballet dancers doing music videos! Different communities are feeding off one another in order to evolve, and it means that the lines are increasingly being blurred.”

With these lines blurred, how can dance educators equip their students to bridge the gap so they, too, can achieve successful and fulfilling careers in any area, or multiple areas, of the industry?

Harvey tells educators to “encourage open-mindedness and provide/lobby for diverse and balanced training at their studios.”

Forance shares practical advice saying, “I think it’s about being informed. Map out on paper all the different options for colleges and the choices you can make. There are so many different things to research out there — for example, Arts Umbrella in Canada, has a way to do a year training program without an academic program.”

He adds, “Give them all the tools you can, and really be knowledgeable yourself across not only the competition convention scene but also the collegiate level, companies, what’s happening in LA. Talk about getting an agent and the process for that. I think there are so many things that go in to preparing someone to be a professional dancer, more than just how to move!”

Blackstone adds an emphasis on broad training. “I think that solid training and encouraging our students to have an open mind will always be the key to versatility. If we can encourage our dancers to be curious and try new things, then they will have a better chance of branching out in to different areas of the industry.”

Forance agrees. “It’s about being someone in the room who is just agile with anything that comes at them — words, or movement or energy,” he says.

Al Blackstone at Dance Teacher Summit

Al Blackstone at Dance Teacher Summit

“Hold your students accountable,” stresses Blackstone. “As a convention teacher, I see kids skipping classes all the time because they ‘don’t like’ or ‘don’t do’ that style. It breaks my heart because they are so young and already boxing themselves in and setting limits on what they think they are capable of!”

In addition, “Ask the students to invest in finding out who they really are,” digs Harvey. “Spend a little less time on ‘what’ is happening and more on ‘why’ and ‘how’ it’s happening. Suggest that the students might start thinking as if they were a director or a choreographer.”

Blackstone, who will be teaching at this summer’s Dance Teacher Summit (DTS) aims to help educators have these discussions so they can assist students to best navigate the industry. “Dance Teacher Summit connects the people who are responsible for fostering the next generation of dancers in this country. We come together to share ideas, try new things, have conversations and dance together. Regardless of what part of the industry we inhabit, it is the kind of place where you immediately realize how connected we really are.”

With leading educators and professional dancers and choreographers from across the commercial, concert and collage scenes speaking and instructing, DTS brings these worlds together in one place.

Harvey says, “I think DTS does a marvelous job of making an energetic fact into a tangible reality. We are all connected, and we do all care, so bringing us together to help further sculpt ourselves can only be good news for the future.”

And as Forance stresses, it’s all about being “informed”. We can’t all know everything happening in the industry, but when we come together, we can learn, grow and, very importantly, be re-inspired for the new teaching year.

“You’ve got to fill your cup back up before you let people drink from your inspiration,” says Forance.

Join Harvey, Forance and Blackstone at Dance Teacher Summit this July and August. For more information, visit www.danceteachersummit.com.

By Deborah Searle of Dance Informa.

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