This, via Linda Osborne… I’ll file it here, so I remember to use it later as a good video to show my kids. Most of them won’t have seen it. There’s a great moment of unison movement & a lot of conversational movement (taking turns moving & “listening”)…
Post-performance reflection: 2nd grade
June 25th, 2010 · primary·reflection·students
Another year ends…
Although my space is clean & clear,
I’m still processing the end of year…
For many years I’ve gone directly from the close of school to teaching an intensive graduate course on “Learning through Movement.” It’s made for a grueling transition to summer vacation, but it’s always given me a chance to take a long view on my work by spending 2 weeks on my soapbox, in support of dance education.
Last year, the university responded to the down economy by canceling summer electives, so I did my year-end processing by leaving immediately for New York City to present at the NDEO Conference.
This year, summer vacation is really here ~~ no teaching, no travel til later… unstructured time with nothing but a list of “to-do’s.”
But still the urge to process the year gone by. So I’ll continue looking at the kids’ reflections. … to enjoy them & mine them for developmental changes that occur from kindergarten to 5th grade, as well as for insights about teaching. I’ve already highlighted kindergarten & 1st grade…
2nd graders danced a medley of cultural dances for the end-of-year performance:
Yakyu ken, a dance about baseball from Japan that has a lot in common with Tanko Bushi & the variations of it that are performed at Obon,
Brown Jug Polka, or Heel ‘n’ Toe Polka, a circle dance with partners from Australia,
and Sasha! from Russia.
And here’s what 2nd graders had to say (let your mouse hover to see if it’s a boy or girl responding):
When we performed, I felt nervous and ecxited at the same time. My stomach was doing flipflops. I learned don’t be nervous. Forget about the crowd and just do what you are supposed to be doing. and you will do a great job.
When we performed, I felt nervous because my mom and my little sister was stairing at me. I learned that you don’t have to be afraid to dance while the audience watch you dance. you can be shy some time but not every time. dancing is really really fun.
When we performed, I felt surprised of how many people I had to perform so many people. I learned that you don’t have to be shy to perform and you have to brave also you got to dance with all you potent energy also you can do different and awesome moves.
We did the “Baseball” dance, “Brown Jug Polka,” and “Sasha!” for our friends and families. When I was danceing in front of the friends me and Flora were haveing fun too on stage and we laugt to much and when I see my grandpa and my uncle and my baby cusin Steven I was haveing more fun and just made them in jonie it and when I was danceing in front of my famally and my famailly friend I was realy scrad and. But it was fun anyway so It wasn’t scary to more and I realy injoyit when my teacher show me the dance I dance it was realy realy fun I realy like it so much this is all I have to say. And one more thing my teacher is the best and she teach us everything we need to do and I just like it so much and the performis is so fun and I am realy enjoy it when I was dancing in front of my family and in front of my friend.
When we performed, I felt fhy, happy, and it was so amazing. I learned that my dad and my mom saw me dance my dad and mom said to me that was amazing.
When we performed, I felt happy and shy scared. I learned that it’s hard to go up stage, and permore to eyerone in the school looking waiting for you to performe. My parents said you did a great job.
It was real fun. I lots of fun with my partner and I fell imprest of my self. I liked what I did. I was realy happy of what I did about my self. I felt kind of shy.
We did the “Baseball” dance, “Brown Jug Polka,” and “Sasha!” for our friends and families. I was kind of shy but when it was the middle of the dance I wasn’t shy anymore because no one laughed and me and Khaleea were adding some tricks to dance when we were doing the Parade. My mom was videoing me and my mom said go Malyun go you rock!
I find it interesting that kids expressed similar thoughts, regardless of the different sentence-starters I gave them — they talk about their feelings, their partners & who was in the audience…
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Summer homework: Dance Day
June 20th, 2010 · intermediate·students·video
Tomorrow’s the last day of classes. With my 4th & 5th graders, we’ll watch the Dance Day video & I’ll give them their summer assignment. Here it is…
Summer homework
Learn a dance, get some exercise & celebrate Dance Day on July 31!
Go to www.dizzyfeetfoundation.org & click on the Dance Day video, where Napoleon & Tabitha (choreographers) teach a hip-hop routine. Play it as many times as you need to & practice until you can do it with them!
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the most diverse zip code in the country
June 17th, 2010 · culture·diversity
Evidently my school sits in the most diverse zip code in the country! Here’s a video…
No wonder it’s such a great place to work!
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4 dancers: a blog for …you guessed it… dancers!
June 14th, 2010 · dancing·teaching·thinking
And today I’m honored to be the featured interviewee! Check out my interview for more questions than you ever thought to have about me!
And while you’re there, take a look around. 4 dancers is a blog about so many aspects of dance — news from all around, glimpses of many styles, perspectives from teachers, dancers, students… I don’t know where Catherine finds all her material, but I’m glad she does!
Post-performance reflection: 1st grade
June 12th, 2010 · performance·primary·reflection·students
The 1st grade dance was based on number sense, in 3 parts:
I. Groups of students grew from low to high, counting from 1-10 in various languages, including Spanish, Vietnamese, Cantonese, Mandarin, Somali, Cambodian, Arabic, Laotian, Tagalog, Cham, Korean, and English. It was usually their home language, but a few had a language from martial arts, and by the end of rehearsals, almost everyone joined in on the Spanish. One boy didn’t know which language he belonged with until he heard the numbers; several students went home & asked their grandmas to teach them.
II. Each student wore a shirt with a big number from 1-100. They performed a 16-count dance sequence alternating with an improvisational interlude of finding a partner, comparing their numbers & making low or high shapes to show the greater than/less than relationship. Music: Eric Chappelle, Dancing Digits, Music for Creative Dance, v. 3.
III. Singing CountBounce from Greg & Steve’s Kids in Action CD, students danced a 16-count pattern for the chorus & made number shapes with a partner & solo, ending in multi-place numbers in small groups.
Here are some of their reflective responses after watching a video of their work (the writing is first-draft, with best-guess spelling!):*
* Ethnic background, as identified by the family, shows if your cursor hovers over the sample.
We have fun on stage! I was danceing with the music! I was happy when I was danceing with joy!
I felt nervous because there was a lot of student and I am making number 7 and my number was 30 I was awsome.
I was number 56 and I work hard to complete my dance I dida good job
It was awsome because I got to spin my leg around my two hands and my other feet. and I saw my baby couziz was crying. I was number forty-eight. I saw alot of student at the performance. The audieance gave us a great aplause for us and the performance was really fun I saw my mom my sister and my baby couzin.
I felt nurvese before and then when we started to dance I felt better and how I can do better is I can not be nervese and scared.
I feel happy when I shine on the stage with my best 95 shirt. My best part was comparing number with the partner.
My nuber is 10 when we have to make small shape we crall very small and when we need to make big shap we stcrech are feet and hand and I feell very happy for parent to look at me
Post-performance reflection: kindergarten
June 9th, 2010 · performance·primary·reflection·students
First, a rush of relief — the performances came off fantastically!
Then, the rush of all the “to-do’s” that have been piling up… scheduling for next year, plans for end-of-year activities & events, grades for report cards, & post-performance reflections.
Here are some of kindergarten responses after watching a video of their work (the writing is first-draft, with best-guess spelling!):*
* Ethnic background, as identified by the family, shows if your cursor hovers over the sample.
We danced on the stage! I am have fun
We danced on the stage! I was happy about to dance with my frens
We danced on the stage! I felt proud I danced on the stage we did alot of dancedis! we did alot of dance is to showe are femily!
We danced on the stage! I felt nurves
We danced on the stage! I felt proud of myself! and I saw my baby casin and my antie!
Count-down to performance
May 29th, 2010 · performance
Performance is one Tuesday-full of rehearsals away now. This week my feedback turned from critical eye [“there’s noise onstage!,” “the glaciers need to be slower & stronger!,” “watch each other!,” “don’t play tag on stage!”] to enthusiastic cheerleader [“fabulous job!,” “your timing was perfect!,” “yes!,” “I’m really noticing fantastic shapes!”]. The only way for them to be more successful than they are at this point is by believing in themselves.
The kids are getting psyched…
Turning corners
May 18th, 2010 · autism·outcomes·performance·students·teaching
It’s the end of the year. Although I’m too busy to be blogging about it, we’re turning a lot of corners!
“Can we practice our part of the dance during recess?” Corner turned: kids are taking ownership in their upcoming performance.
“What are we going to wear?” Corner turned: they’re starting to think like an ensemble.*
“I know my part!” Corner turned: they know their parts!
Full rehearsals started yesterday. That’s 50 kids onstage at a time,** with the stage open. We’re working on spacing, timing, order, sequence, details… fixing parts and running the whole. Meanwhile, our whole schedule is in an upheaval, to accommodate this week’s standardized testing schedule and next week’s need to give every group a chance on the full stage.
I was especially worried about the schedule change for the autism classes. They’re none too flexible. But what a surprise!
I have the youngest, most difficult group this week, and they’ve been fabulous! Their instructional assistants & I have been amazed — so pleased. They’ve been participating more than ever, each one joining in here and there throughout the class — and occasionally all together! Is it because morning’s a better time? Is it because I’ve finally found the rhythm they need [structure/free dance/structure/free dance/structure/free dance/goodbye song)? Or is it because we’ve come a long way since the beginning of the year, and they’re making [HUGE] progress?
Probably all of the above. But what a major corner to have turned!
*We don’t do costumes, except for agreeing within each class on what general colors to wear — always a range of colors, so they can wear something they already have.
**Two classes of kids (e.g., both 1st grade classes) perform together, so that we still have a solid showing in the evening, when many kids/families can’t attend because of families at home, religious restrictions, second jobs…
Keeping the Faith — The Prison Project
May 9th, 2010 · achievement gap·advocacy·obstacles·performance·why dance matters
Last night I saw this year’s final performance of “Keeping the Faith,” a stunning performance by 21 women using dance, spoken word & visual art to shed light on their lives and selves. One of the most moving performances I’ve ever attended, it was well worth a 3-hour commute to the rural setting of Mission Creek Correctional Center for Women, where these women live just now.
Led by Artistic Director Pat Graney & a team of artists & volunteers, the performers worked for 3 months using Michael Jackson & his music as inspiration to dig in the soil of their own lives. Unearthing the rocks of abuse & abandonment that brought them to incarceration, the program uses hope & the creative process to cultivate confidence, self-acceptance, patience & forgiveness in their place. The culminating performance is a fragile but beautiful blossom, not only for the performers but for the audience fortunate enough to witness the event.
Today is Mother’s Day, and it’s impossible to ignore the fact that most of these women are mothers. Some were abandoned by their own mothers. All seem acutely aware of their absence from their own children’s lives. As they examine the events in their lives that brought them here, they express the hope that their futures will hold new patterns. As I listened & watched… as the performance plays in my mind today… I can’t help but wonder what we on the outside are doing to help them undo the effects of what was done to them as children & mothers, to help them be the mothers they want to be, to prevent their children from suffering in similar ways.
The voices of these mothers shed new perspective on the lives of one or two of my own students, living with relatives while their own mothers are struggling with addiction or serving time.
On what dance can do for them, if I can do it right…
And on the power of the arts — in both education & transformation.
Thanks to Pat & her team of artists. And to these women, for doing the heavy lifting!