The heartfelt documentary Everybody Dance follows six children with different disabilities as they prepare for a very special recital performance. At an inclusive studio called “Ballet for All Kids," instructor Bonnie Schlact unifies her students and proves that dance is a powerful medium that anyone can use to express themselves.
Offering insight on various disabilities, Everybody Dance would be a great selection for any Down Syndrome and Spina Bifida Awareness Month library or film programming this October. Dance and special education teachers should consider hosting a public screening of this title in their classrooms. This educational documentary comes highly recommended by Video Librarian for dance and disability film collections in public and academic libraries.
In this interview, director Dan Watt discusses his connection to dance and education, what he would like viewers to take away from the film, and more.
What drew you to the topic of special education?
My initial idea was to see how determination, dedication, and commitment to studying the arts could be applied in everyday life. I am a former dancer and dance teacher and I had a dream about two girls I taught maybe 16/17 years ago. They happen to have autism—I did not know much about autism so I just taught the class as I always did and realized that nothing had to be changed in my teaching style and method. I did, however, chat with Fran, the mom, to see if there were any specifics that I was not aware of and to educate myself. She told me that one of the girls had sensory sensitivities and was sensitive to touch and to not worry about physically adjusting her arms, just continue to show her. All kids will pick up certain dance steps at their own pace so I corrected every child when needed and carried on. A week or so later I had another dream about Fran and her two daughters and I thought, this is a higher power poking me saying "THIS is your Movie" .... So I trusted myself and started my journey, and here we are.
The film focuses on how performing arts programs can influence people in other areas of their lives, were there any programs that you attended at a young age that have influenced you?
As a former dancer myself I came to realize that the focus, dedication, and drive I had while training to be a dancer had spilled over into everything I did. An example that still holds true today is I always show up at least 30 minutes early for a meeting just like I always showed up 30 minutes early to dance class—to stretch, get my mind in the right head space, and clear my thoughts. I find this very beneficial in my daily life. Also, having performed in front of audiences makes me feel at ease talking in front of people, I may get a tad nervous but I know once I start, I will be fine—just like a dance performance.
How did the children in the film react to being filmed in their classes?
Whenever you put 20 kids together in a room, there are many personalities. I went to the studio a few times by myself and sat in on the classes so the kids would get used to my face and presence. I was stepping into their dance class and I didn't want to take anything away from them learning dance. I then brought up one cameraman, Ben, who filmed all the studio footage. I wanted to make sure we did not disrupt a dance class that their parents paid for with us being there. Like most groups of kids, some were fascinated by me and wondered why I was there again, some asked me why I wasn't dancing, and some loved Ben and his camera. We had the "hams" who smiled bigger and looked directly at the camera when they could and we had shy kids who would cover their eyes and peek through their fingers. I promised their teacher and parents that we would not disrupt or interfere in their lessons and I think we did a very good job at that.
Was there a story that you were particularly affected by in the film?
When we first started filming, I was following 11 kids and families who felt comfortable sharing their stories and giving us access to them at home. I fell in love with all of them. When it came time to edit the film I told my editor, Isaiah Camp, that I was going to trust him to pick what stories and complete arcs as there was no way I could pick who to feature in 90 minutes. I have a special place in my heart for all these kids and I would not have done the film justice by me trying to decide. Now with that being said, I cherish Liam and his family. I am actually friends and still in contact with them and many of the families in the film.
What was the atmosphere like while shooting the final performance in the film?
My past experience as a choreographer and stage producer sure did come in handy in figuring this out. I knew we would only have one chance to capture all the footage as it was a live performance. Bonnie let us film the dress rehearsal and the actual performance which gave us an opportunity to try and capture the most we could. I knew a lot of the action and mishaps would be taking place backstage and in the hallways to the stage—can't find your shoe, costume rips, kids now scared to go on stage—so I hired 6 extra camera people so we could cover all areas including the stage. We also had to make sure we followed the 11 kids. I narrowed it down to an interview with their parents prior to the show to see how they felt. A lot of moving pieces and me sort of choreographing where the cameras needed to be based on who was on stage next etc. I think filming the "behind the scenes" parts helps the audience experience the full picture of the day.
What do you want viewers/students to take away from your film?
Focus on the similarities. All these kids came together with one main goal: to dance. Everyone is focused on accomplishing this, learning the steps and the choreography. We all come upon obstacles in our lives that we have to work our way through. Some may experience the world in different ways but if we embrace this we can see the wonders of dancing to our own rhythm, and yet still dance together.
What audiences have you found to be most impacted by the film?
This is hard to say. We were lucky to be accepted into the Santa Barbara International Film Festival earlier in the year and after each screening, I was thanked by people who were atypical and parents of kids with different disabilities. Having this wider audience find something in my film that touched them or could relate to was my goal. I'm hoping more people will find their special message in it, too.
What advice can educators take away from watching Everybody Dance?
Going back to my dance teaching, I would teach my lesson in many different ways. I'd say, "Left, Right, Left" or "1, 2,3" or "Step, Together, Step"—these three examples while I physically did the step offers the kids options and they are different ways to say and teach the same thing. It's our job to find a way in for the kids, what makes sense to them; this applies to all kids. I also learned, after spending 10 months with these parents and kids, it's ok to ask [questions]. If we are uncertain about something, go directly to the source. All kids are different, and we need to find out what they need from us so we can become more aware and attuned.
Would you recommend Everybody Dance for K-12 students?
Yes. There are kids featured in this film ranging from 4yrs. to 23yrs. It's a film with amazing stories told by these kids and their families.
What would you recommend to viewers who are interested in dance programs like this in their communities?
I know Ballet For All Kids offers zoom classes too, but if you want your child in a physical dance studio, do your research and make sure the class fits your needs as well as your child’s. At BFAK they are actually taking a full dance class, not all studios offer that – it’s what works best for your child.
Everybody Dance will be on VOD this October. For more information about rights, visit Dancin Dan Productions.