Dancing Through the Divide: What Public School Dance Programs and Private Studios Can Learn From Each Other

I still remember the moment the difference hit me. I had just finished teaching a third-grade dance class at a public elementary school. We were exploring storytelling through movement, and one student who had never taken a dance class before used stomps and claps to show the sound of thunder in her routine. That same evening, I walked into the private studio where I also taught. My ballet students were rehearsing a recital piece in pink tights and matching leotards. Their pirouettes were sharp, their technique polished. But something was missing a sense of ownership in the movement, a connection to the “why” behind the steps.

Having taught in both environments for years, I’ve come to realize that each has something the other desperately needs. If we’re serious about shaping the next generation of dancers not just performers, but artists and thinkers then it’s time we talk about the divide between public school dance programs and private studios, and what they can learn from one another.

Discipline vs. Discovery

In the studio, discipline is king. Classes are structured. There’s a clear progression. Dancers know their plies from their tendus by age six, and they’re often preparing for competition or recital from the moment they lace up their shoes. I appreciate the rigor I was trained that way too. There’s a confidence that comes from being pushed to excel.

But in the public school classroom, especially with younger students or those brand new to dance, discovery reigns. There’s more room for imagination. Lessons are often tied to core subjects like creating a movement phrase inspired by a science concept or using rhythm to reinforce phonics. It’s not that one is better than the other, but I’ve seen how studios could benefit from slowing down to explore the “why,” and how public schools could strengthen their programs with more consistent technique training.

Access and Opportunity

Here’s a truth that still stings: some of my most talented students in public school will never set foot in a studio. Not because they don’t want to but because it’s simply not affordable or accessible. Studio classes can be expensive, and the unspoken cultural codes can feel intimidating for families unfamiliar with that world.

In contrast, school-based dance programs are often a student’s first exposure to the artform. These spaces are crucial for equity in dance education. I’ve seen students light up discovering that their bodies are capable of creating art students who never would’ve been enrolled in a ballet or hip hop class otherwise.

Studios can learn from this. Expanding scholarship opportunities, offering open classes in community spaces, or even partnering with schools for outreach programs could open doors for students who might become lifelong dancers if only they’re given the chance.

Training the Whole Dancer

One of the greatest gifts public school dance offers is a focus on the whole child. It’s not just about the movement, but the meaning. Students are encouraged to reflect, to collaborate, to understand dance in historical and social context. We talk about dance as expression, as communication, as culture.

Studios, on the other hand, often prioritize technical mastery and performance. And while that’s important, I’ve seen how young dancers benefit when emotional development is given as much attention as physical form. Imagine if more studios integrated journaling, affirmations, or cultural studies into their curriculum. Imagine if more school programs had the resources to hire guest artists or host formal performances.

Bringing both mindsets together creates dancers who are not only skilled but grounded in purpose.

What Studio Teachers Can Learn From Schools

As a studio teacher, I found myself growing more empathetic and flexible after teaching in the school system. Public school teachers learn to adapt quickly. Every class is different. You teach students with IEPs, behavioral challenges, language barriers and still find ways to reach them. You learn how to use dance as a tool for connection, not just correction.

Studio teachers can benefit from this kind of training. Understanding trauma-informed practices, differentiated instruction, or how to make choreography accessible to all bodies can only make your studio stronger. We shouldn’t wait for a dancer to fit the mold we should be willing to expand the mold.

What School Teachers Can Learn From Studios

Likewise, I’ve seen how public school programs can sometimes lack the resources, support, or structure that help dancers grow technically. I’ve had students ask, “How do I get better at turns?” and realize they don’t have mirrors, barres, or the time to drill those skills.

School teachers can learn from studio culture in terms of rehearsal planning, show production, and encouraging precision. Collaborating with local studios, attending workshops, or simply shadowing a studio class can be a game-changer. We don’t need to become carbon copies but we can borrow what works.

Bridging the Gap

In an ideal world, there would be no “divide.” Dance would be honored as both an academic subject and an art form. Schools would have funding for full-time dance educators. Studios would be accessible to all students, regardless of income or background. We’re not there yet but we can move in that direction.

As someone who’s lived in both spaces, I believe the future of dance education lies in collaboration. Public school programs and private studios can share knowledge, co-host events, and advocate together for the value of dance in our communities. We owe it to our students to create spaces where they can thrive not just technically, but creatively, emotionally, and culturally.