Aging Gracefully, Teaching Powerfully: Menopause and Strength in Ballet Pedagogy

Abstract:

While the ballet performance profession values youth, ballet teachers in middle age and beyond are cherished for their experience, wisdom, and perspective. Many ballet dancers transition from performance to teaching in their thirties and forties, while simultaneously undergoing the physical changes of midlife: female bodies experience sudden and dramatic shifts during perimenopause, menopause, and postmenopause. In the United States, the majority of ballet instructors are female-identifying, with an average age of 43, indicating that many instructors are in a menopausal phase. Midlife changes include reduced bone density and muscle loss, but teaching ballet—paired with targeted strength work—can help teachers maintain muscle, balance, and mobility as they age.

This workshop equips ballet teachers of all ages with strength-training principles and practical exercises to enhance personal well-being and integrate into their classes, supporting balance, strength, mobility, and safe movement. We investigate the ways traditional barre work may inhibit strength-building and coordination, and describe effective class structures that include “center barre”, 3-dimensional spatial awareness, and improvisation. Participants will be invited to interact at their level of comfort, through discussion, movement, and practice teaching.

We celebrate the stories seasoned teachers carry in their bodies, and offer skills to foster their ability to imbue the next generation with valuable information. Through highlighting this under-researched area—bodies aging through menopause in ballet—we challenge ageism in dance while reinforcing the values of strength and longevity among ballet pedagogues. We draw on menopause research in exercise science alongside our personal experiences in midlife, in both the dance studio and gym.

 

Bibliography:

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Presented by Kristin Marrs, Associate Professor, University of Iowa and Jennifer Weber, Assistant Professor, University of Georgia

 

Biographies:

Kristin Marrs, MFA, M.AmSAT is an Associate Professor of Instruction at the University of Iowa, where she teaches ballet alongside somatic movement and anatomy classes. She is a certified Alexander Technique teacher and Functional Awareness® Movement Educator. Marrs researches the intersections of ballet pedagogy with Alexander Technique, philosophies of writing across the curriculum, and self-reflective learning practices. As a choreographer she explores the evolution of ballet as a technique, somatic practice, and narrative form. She is a co-founder of Chalk Dance Theater, which premiered an evening-length autobiographical work exploring the hallows of infertility treatments in March 2026 at Denver’s Savoy Theater.

Jennifer Weber, Assistant Professor of Ballet at the University of Georgia, merges analytical precision with creative artistry. Holding an MFA from the University of Iowa and a BA in Mathematics, she has danced professionally with Omaha Theater Company, Ballet Quad Cities, and Ballet Nebraska. At the core of her teaching, research, and creative work is a deep curiosity about the human condition and a desire to connect with others. Her research explores codified dance techniques, pedagogy, collaboration, and anti-racist practices. Passionate about innovation and inclusion, Professor Weber fosters dynamic learning environments that empower students to refine technique, explore artistry, and engage in meaningful dialogue.