Since many teachers make up the breadth and depth of a student’s education, could it be the same for one’s riding studies? Here’s my story.

The Critical Student

By Jennifer Klitzke

The sound of my sneakers gripping the polished floor caught the attention of fellow students as I entered the classroom. Looking around for a place to sit, Professor Larson interrupts the glances, “If you want an “A” you’ll have to sit in the front row.” Giggling classmates lighten my apprehensive return to college after a 21-year break.

Professor Larson was teasing of course. I regathered my items and took a seat in the “A” row. I have an ambitious nature (and my peepers don’t see as good as they used to).

Professor Larson made it his mission to form critical students by encouraging each of us to listen, take notes, think through, and apply what is presented. That’s how learning is best retained.

I discovered that you don’t have to be in school to learn, but college put words to what I had already been doing as a student of dressage. For years I have been taking notes after each dressage lesson and clinic I’ve ridden at. I practice what I’ve been taught in efforts to form a new habit. I even take notes while watching instructional DVDs and while auditing clinics. I underline and scribble notes in the margins of dressage books I purchase. I think through the concepts presented. Then I try them out the next time I ride.

In fact, in his book, Reflections on Equitation Art, the late Nuno Oliviera wrote, “I know that I still have much to learn, and will go on learning until my dying day, not only my riding, but my studying, thinking deeply, and observing.”

For one of the greatest dressage masters of our time to feel there is still so much to learn through riding, studying, and thinking critically encourages me in my lifelong learning pursuits.

My favorite way to learn is through lessons, but there isn’t anyone in my area who teaches dressage, let alone dressage for the gaited horse, so between traveling clinicians with Jennie Jackson and others, my second most helpful way to learn is through video. Each week I set up my Pivo with my cell phone and record my ride. After each exercise, I stop and describe how it felt to the camera. Then when I replay the video, I can verify if what I see on screen matches what I felt from the saddle. I guess you could call it a form of self-help dressage for the gaited horse (and rider) instruction!

I became a student of dressage in 1988 with my first riding instructor. For 12 years she did a wonderful job coaching me from Training level through Second level competition with my Trakehner/Thoroughbred gelding. She taught me a solid foundation of the feeling of right and what to do when it felt wrong (at least from the German dressage paradigm).

Back then I felt like a traitor if I took lessons from anyone other than my instructor or dabbled with another training philosophy, so I became locked into only one view of riding.

Looking back, I think this was rather silly. Professor Larson wasn’t the only teacher who encompassed my college education. I learned from dozens of professors who collectively imparted diverse knowledge to form the breadth and depth of my study.

After 12 years of dressage lessons with my first instructor (for which I am grateful), much has changed in both our lives. I remarried and moved away. My instructor went to Seminary and is now an ordained Pastor leading a church (and still riding horses of course)!

In fact, in his book, Reflections on Equitation Art, the late Nuno Oliviera wrote, “By reading, riding, and meditating great results may be obtained if there is a true feeling for the horse, provided the rider’s seat is good, without following exactly all the details of any one method.”

Thankful for my years under my first dressage instructor’s mentorship, my curiosity and passion for learning didn’t stop when our paths met forks in the road. It actually freed me to try new philosophies beyond my German dressage foundation. I acquired my first smooth gaited horse and dressage for gaited horses with Jennie Jackson and Larry Whitesell; cross country and gymnastic jumping with Len Danielson; began trail riding; trail obstacles; endurance riding; orienteering; sorting cows and team penning. Then was introduced to natural horsemanship with Pat Parelli and the importance of groundwork. Began studying natural hoof trimming, and then the study of classical French dressage. All of these instructors, riding philosophies, and versatilities have added to the depth and breadth of my naturally gaited riding experience.

You see, I am open to humane ideas and activities that foster and build teamwork, trust, balance, relaxation, forward movement without rushing, lightness, and symmetry, as I work with my naturally gaited horses. To me learning goes beyond the knowledge of just one instructor and one training paradigm.

My favorite way to learn is through lessons, especially as I navigate uncharted territory and apply dressage with my head shaking, four beat flat walking smooth gaited horses. Between lessons, I sift through my treasure chest of notebooks, dressage books, videos and DVDs, and if I don’t find an answer, I Google it or search Youtube.

While I’m blessed with an abundance of online resources and much of it free, it can get tricky knowing which ideas to consider and which ones to discard. Often times one philosophy contradicts another. That’s when I become a critical student. I’ll listen to an idea, think it through. If I believe it has merit, I’ll try give it a try. Evaluate it, and if it helps my horse find balance, relaxation, and helps us build harmony, I will add it to my treasure chest. If not, I’ll pitch it. If I’m in question, I’ll ask my riding friends what they think and pick my instructor’s brain during my lesson time.

Trying out a new idea doesn’t replace everything I’ve learned up to that point. Nor does it mean that by embracing ideas from a new training philosophy or instructor means scrapping everything I’ve learned from another. I merely add workable ideas to my methods of getting to my final outcome—which is a work in progress.

In the end, my intention aims to bring about a harmonious partnership with my horse, moving together in balance and relaxation, bringing about the best quality smooth gaits and full range of motion, lightness of aids, consistent rhythm, and symmetry as it relates to the gaited horse.

You see, I’m passionate about learning and will always consider myself a student—into my grandma years and beyond.

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