Devine Angels

Over 90% of our group pieces have earned a top overall placement for the past five years. In addition, our team earned Platinums for every group piece at Nationals this past season.

Our team is built on the idea that anyone can accomplish their highest aspirations if they are willing to put in the work. Team teachers get to know each dancer on a personal level to enhance their strengths and reach their personal best. We don’t lower the bar; we raise each other up. If you are interested in learning more about our team you should email Kelli directly at

The aim of this team is beyond dance competitions. The larger goal is to enrich your character in ways that are essential for success in every aspect of life. Our motto is RISE, based on Maya Angelou’s Still I Rise poem. We use this idea to form our four team pillars: Respect, Integrity, Servitude, and Excellence. 

Research shows self-discipline is possibly the best predictor for long-term success. And a common misconception is that confidence can be given to people through compliments.  However, confidence is developed through personal progress and measurable achievement (Kwang & Swann, 2010; Wigfield & Ecceles, 2002). This philosophy is at the heart of our Devine Team. Here is what you can expect from a team membership at Devine:

  • You will develop annual goals to give clear direction for your personal growth.
  • You will learn the value of the 3Ps: Performance, Power, and Precision.
  • You will be challenged both athletically and artistically.
  • You will accelerate your dance training through advanced technique and tricks.
  • And you will find support from your teammates as you progress. 

*Kwang, T., & Swann, W. B. (2010). Do people embrace praise even when they feel unworthy? A review of critical tests of self-enhancement versus self-verification. Personality and Social Psychology Review, 14(3), 263-280.
*Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation, 91-120