School of Pain

The Khan Dance Academy in Bangkok, Thailand, demands such rigor and dedication from its students that it might appear “inhumane” to one who views dance as a pleasurable, recreational activity. In fact, the academy is also known as the “School of Pain.” Nevertheless, the dancers—most of them young children—are trained so that their bodies contort with a fluidity that at times appears surreal. 

Basic dance positions are taught initially to the young pupils; more movements, of increasing difficulty, are added to the routine as classes progress. The dances choreographed at the academy do not necessarily mirror the grace of a traditional Western dance, such as ballet. Rather, the dancers take on the roles of different animals: those anthropomorphic youths must undergo extensive training in aerobics. Even students who do not occupy major roles in the dance production must tirelessly train, in the hope that they may one day advance to a more visible position. 

The type of regimented activity of such a school calls to mind the compulsory education system of the United States, particularly High School. While the emphasis in these institutions is generally on mental exercise—not physical—the methods and desired results are clearly very similar. Instructors wish to ingrain certain formulas, responses, and manners of thinking into their students; learning becomes as reflexive as the movements of these Thai dancers. While many regulations have been implemented in US high school that prevent them from become literal “schools of pain,” the average high school student may face similar challenges and feelings of discouragement. In addition, the Thai dancer is secure in his knowledge that, with adequate training, he will be successful on the stage. 

The pain of an American student may transcend the physical: even after hours of studying and mental conditioning, success after high school is never a guarantee. Though it is more humane on the surface, is high school still just as painful as the academy?