Appealing to many high school students

Pride performing before their peers

Unites students with diverse ethnic and social backgrounds

Provides an opportunities for involvement in a school activity to students who might not belong to any other organization

A life-long fun way to exercise

Opportunity to develop emotional and social life skills

Develop self-esteem belonging to a community and performing

Non-threatening activity to introduce male students to dance

A venue for providing performance opportunities to many female dancers

Provide opportunities for involvement in dancer to students that cannot afford Dance Drill Team costumes, accessories and time commitments

Connect to the Hispanic community through dance and music

Learn about culture through the joy of dance

Expand to embrace other forms of dance

Although Ballet Folklórico Jaguara was the best know of the four dance teams on the Molina High School campus from 1997 to 2007, it was actually the smallest of the teams. At the high point of my involvement in the program at Molina High School, there were over 250 participating dance students with 250 students on the waiting list. The folklórico never had more than 25 performing members.

Ballet Folklórico Jaguara was composed of recent immigrants who were home sick for Mexico, students who had studied folklórico in elementary school, and honor students who were very traditional in their tastes. A disproportionate number of students from Jaguara have found success in higher education. The students who elected to become a part of Ballet Folklórico Jaguara performed with pride. For the honor students, the folklórico was a favorite pastime among their many school activities. For recent immigrants, however, the folklórico organization was frequently their only school activity.

Swing Routine Christmas Parade and PTA

Students who elected to take part in the salsa teams or hip hop group had very different outlooks. On different occasions, I tried to persuade students on the salsa and hip hop teams to perform folklórico, all of which were failures. Although the students were willing to dance folklórico in class, most of these students would rather fail than perform folklórico in front of their peers. Even students who had studied folklórico for ten years would refuse to perform in front of their peers. Males and females alike were eager to perform popular Latin social dances such as the new urban cumbia, Durangense, bachata and salsa.

During my tenure at Molina High School, the school’s population was approximately 85% of Hispanic origin. The salsa team reflected that population with the majority of members being of Hispanic origin with a few Anglo and African American students. Teams directed by colleagues with more diverse school populations have teams reflecting their school’s populations as well. Gregg Hill from Mesquite High School stated, "My students come from every point on the globe and dancing has been a unifying force for them. I have kids that I classify as “ex-thugs”, “jocks”, “cheerleaders”, “drama students” and “drama queens”, and I had one student with cerebral palsy." Salsa offers students of diverse ethnicities the opportunity to come together with a common goal and to build a diverse community.

Salsa teams provide enriching activities to all students. However, salsa teams are especially beneficial to students who do not belong to the drill team, band, choir, student council or sports providing them an opportunity to belong to a school organization. At risk students who dance well will become welcome members providing these students perhaps the first time to belong to a school group. The self-esteem from being a part of a team can sometimes have positive effects on academic subjects. For many the field trip was the first incentive to pass a class. I joked with the Dean of Instruction saying, “If I were allowed to schedule a field trip each six weeks, we could get more students to pass.”

Learning to dance is a life-long activity. While only a few students who play sports will continue to play their sport after high school, all students who dance can continue to enjoy dancing socially.

Taking part in cultural performances in the community, in competitions, and in school provides students with opportunities to learn many life skills such as time management, goal setting, planning, problem solving, reflection, and active listening. Students also have opportunities to learn how to handle performance anxiety, to revolve differences of opinion and reach a consensus. The dance team can have a bearing on the development of positive attitudes.

Although most salsa teams are extra-curricular activities directed by club sponsors, dance teachers should consider directing a salsa team. The teams provide a non-threatening activity to introduce male dancers to the art of dance.

When most people think of salsa, the picture that comes to mind is couples dancing together. While interested male dancers will certainly find there way to the salsa dance team practices, it is not likely that you will find a partner for every female. Before I retired from my position as the dance teacher at Molina High School, the program had grown to 12 to 15 male dancers in the beginning team, 12 to 16 male dancers on the advance salsa team, 12 to 15 male dancers in the hip-hop team and 5 male dancers in the folklórico. With fifty male dancers and 200 female dancers, I needed a venue where large numbers of female students could perform.

In 2002, the advanced female dancers who missed making the audition for the Salsa team performed in the Cinco de Mayo Parade. They danced salsa, bachata, merengue and other Latino rhythms along the parade route and performed a routine a salsa routine at the bandstand. The Parade Team was an immediate hit. Soon the Parade Team began performing at school and community functions. Annually they performed at one pep rally, one half time show, the school talent show, PTA meetings, African Heritage Assembly and Cinco de Mayo Assembly. In the community they performed in Christmas Parades, Mexican Independence Day Parades, Texas Salsa Championship, and other cultural celebrations. A few male dancers auditioned and performed with the team. With confidence the team began to explore other forms of dance with confidence.

A Salsa Parade Team provides opportunities for girls without the skills necessary to make a dance team audition. With experience gained, a few students went on to make the Drill Team audition. A few students have managed to perform both on the Dance Drill Team and the Salsa Parade Team. Only about 25 girls participated in the Molina Drill Team. In addition to the lack of previous dance experience, students that can not afford the expense of drill team uniforms and accessories. A Salsa Parade requires a smaller commitment of time than a Dance Drill Team allowing female students that work an opportunity to perform. The Salsa Parade team provides the same opportunities for girls to learn life skills and leadership as students on a Dance Drill Team. Salsa Parade Dancers also have opportunities to learn how to handle performance anxiety and to perform in front of the public. Members develop pride in representing the community’s culture. The students develop deep friendships and fond memories.