Fiiiiiind my plan book.

Reorient myself to whiiiiiiiich students I’d be seeing.

Adjust my calendar to make up for the four extra weeks I’m spending this year on world dances because my pre-assessment revealed students with a woooooooeful lack of geographic orientation.

Get myself to school waaaaaaaay early on Monday for a Building Leadership Team meeting.

However…  the stage floor was gleaming, freshly polished by a vigilant custodian.  White boards clean & clear.  Colorful evidence on all the walls of dance elements we’ve already explored, countries we’ve visited, dances we’ve learned. And when the kiddos arrived, they went right to their places, like they’ve already learned something & are ready for more!

And as the week unfolded, there were some lovely moments…

“Alicia,” a 3rd grader who always comes into class with a mope, often with a comment from her teacher about how well or badly her day has gone so far.  Alicia of the habitually sour face glowered at her partner.  But as they practiced rearranging themselves in space (under, over, beside, between, in front, behind, around…), faster & faster… Alicia was smiling & laughing!  By the end of class, Alicia was, at least temporarily, a changed person, and her partner had had a good time too.

And “Maximo,” 4th grade, new to dance this year & fighting it all the way.  Really skillful at disrupting, interrupting, arguing, distracting, grandstanding…  it’s been hard to keep him in class.  As we worked this week on developing trust with a partner, Maximo stops to loudly declare, “This is gay!”  I sought him out the next morning to talk about it, taught him the next 2 activities we’d be doing to develop sensitivity with a partner, and he agreed to demonstrate them to the class with me…  and then executed them attentively & sensitively with his partner!  Great progress, even despite the brief incident of hiding in the curtains.

Meanwhile, most of the 1st graders can name 7 continents, 5th graders are showing an interest in the connection between countries & continents & students at all levels are begging to do their favorite things again.

We’re back, we’ve built a foundation, and there’s more to come!

Coming from a modern background, when I first started teaching in the public school setting, I had the kids work in mixed-gender groups. Almost every time, the mixed gender groups would split into two single-gender groups & create complementary [or sometimes just simultaneous] choreography. Over the years I’ve gravitated toward having the intermediate kids (4th & 5th grade) self-select their groups — and, with a few exceptions, they self-select single-gender groups.

Recently, my 2nd graders performed a series of partner dances, and their teacher paired them for performance. She put Charlize & Jacob together, and their reflections remind me once again that boys & girls dance differently! Neither the audience nor I were aware of this little drama during the performance…

When we performed, I felt bad because of Jacob being fast and hard!!!!!! I learned how to be come (calm) not CRAZY!!! But I wish I wasn’t with a CRAZY!!! Partner! I just want a come (calm) partner! JACOB was so CRRAYYZZYY!!!!!!!!!!!!!!!!!!!!!!

When we performed, I felt so exited I gragd Charlize to the front of the stage. I learned when you dance it doesn’t mater if it isn’t perfect you just have to be good, dance, and have fun.

Note to self, a reminder: Boys & girls who choose to dance together do a great job, but don’t force it!

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…

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!

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

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!

“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…

At the end of a short Classroom Choreography residency in Arizona, I asked students to reflect in writing on their experiences making dances about poetry.

One of my 5th grade students (a boy!) said on his closing reflection, “I learned that dance is not just movement, it’s a way of life.” Those words did not pass my lips during the four days; that was his own interpretation.

A 5th grade girl, painfully shy, not well accepted among her classmates, and barely able to write simple sentences, said this about her experience: “I lerned to overcom my Fears.” (sic) Her teachers, the school staff, and I were all in tears when we read this. Dance opened a door for her that might not have been unlocked for years, if at all.

We MUST get dance to ALL children.

Join the discussion about Why Dance Matters here & here.

Students come alone & together, to dance or to watch, carrying their own music or planning to choose from the pile of CDs I leave on the shelf. They shed their shoes & start to play.  Sometimes they take out the props — the scarves, ribbons, hula hoops, or plastic spots for jumping. Sometimes they’re working in small groups on choreography from class. Or they teach each other drill routines they’ve learned somewhere else. When the bell rings, they [mostly] put things away, turn off the music, grab their shoes, and run back to class.

Some students come because they must — their behavior in class has cost them a recess & they report to me. They watch with amazement, and their questions are always the same: “What are these kids doing here?!” “So they come every day?!”  Some of them ask, as recess ends, “Can I come back tomorrow?”

“Yes, of course.” It’s an alternative to 4-square & wall ball.

Join the discussion about Why Dance Matters here & here.

One year, my 5th graders performed a medley of dances, which included a dance from every continent.  Most were dances I taught them, but also included were Samuel’s suggestion of a bottle dance from Mexico, a Chinese dance created from sketches drawn by Jack and his Chinese-born mother, and a penguin dance representing Antarctica that the class choreographed together.  After the performance, I asked them, “What was your favorite part about rehearsing and performing World Geography & what did you learn?“  Several themes ran through their journal responses:

• the delight they took in working together,
• the joy of sharing their dancing with an audience,
• what they learned about themselves & each other by working together.

Here are their voices (and their own spelling!):

Eddie
My favorite part was the Chinese dance because everybody was clapping. My other favorite part was Greensleeves because everybody was having fun. I like the whole dance because everybody know what to do.

I learned that I can have fun with other people. I also learned to not be shy when people are watching you. I also learned that when people are watching you, it is fun. Finally I learned that people can be impross about you.

Cynthia
My favorite part is when we do the Penguin Dance because everybody gets to be in it! I also like it because it makes us all work together and makes other laugh! Everyone gets to show their feelings!

I learned that I have to express my feelings and get with the music. The most important thing is that I get to have fun! Also, I learned that hard work really pays off. Dance is really fun and not that hard if you practice. That is what I learned!

Jack
My favorite part of the geography dance is that I got to dance with my classmates. This performance made me more confident in showing how good I perform.

Ellena
My favorite part is the whole thing. Why the whole thing is my favorite part is that we were all involved in it. Also it looked like we were having fun and we did have fun. And the reason is that we all had something to do we had parts to do.

Josue
My favorite part was the penguin dance. I say this because it was a part where you could act silly. Also because acting like penguins was amazingly fun. Finally, because when we get to push each other I think the audience was amazed.

The most important thing I learned was to have energy. I say this because all the dances use energy. It is boring if you don’t use energy. Also it makes the dance way more fun. That’s why energy is important.

Wesley
My favorite part is the penguins because I really enjoyed making the little kids happy. I liked sliding across so I could really make it seem like I am actually a real penguin. It made me feel like I was a real penguin. It made me have more fun.

The most important thing I learned in dance this year is to be confident, to not be shy, because it is what I wanted to do and it made lots of people laugh and happy and I had fun and that’s what I learned in dance this year.

Jayven
My favorite part was High Life. When we had to shake our hips and everything. Also because it was really fun rehearsing because there were laughs and it was just great to feel happy.

Kristina
My favorite part was actually seeing the improvement. In the rehearsal, it was like we were winging it but in the actual performance we were outstanding. It’s really amazing how it was so different. In the beginning, it was messy and disorganized. But in our real performance, it was very organized and you can see that we still had fun.

Samuel
I learned that even small things make a difference. That even one person missing can change a chance. I learned that if I wasn’t at the performance, others would suffer.

Rahel
The most important thing that I learned about myself this year was that dance is fun if you put your own personality into the dance. Also to let other people put their personality into the dance. Also I learned that dance is my passion. I love to dance.

Velvet
The most important thing I learned was keep trying. Also if you want to do good at something take your time. I learned that the hard way. When you dance, your soul is lifted in the air.

Jada
I think that the dances I did this year showed some of my emotions in them. That I could talk through dance. And that I could not just throw stuff in that would look tore up. I had to put feeling in it. And lots and lots of emotions.

Kristina
I’ve learned that you don’t have to be shy or anything. You can do whatever you want in dance. You can express your feelings in not just one way but a lot more! And you can tell that you’ve changed because you’re not scared or shy to show what you can do! It’s a really good feeling to know that I changed.

Angel
The most important part about dance that I found about myself is that I am more energetic. Also I’m more creative. My third reason is that dance made me more nice to people. Another reason is it made me think more about my childhood.

Jeffrey
What I like in “World Geography” was that everybody was smiling. The most important thing I learned in dance this year is that dance is all about fun.

Ifrah
I learned that there are all kinds of dances like I thought their were not any dances from Asia, Europe, and all the other contents. I learned a lot of dances. I also learned how to walk like a penguin.

Brian
When I did the penguin dance it showed that I acted silly. Also it showed that I enjoy comedy. The most important thing I leaned in dance is that I can act serious. Also that I can have fun while acting serious. Also I learned that dance isn’t just ballet it is all sorts of stuff.

Bryana
The most important thing I learned about myself was that I can express my feelings in other ways except words. I now know that I can express my feelings in body parts, moves, or dancing.

Tho
The most important thing I learned about myself in Dance this year was that I was fully able to have fun just by dancing with others in community. I was then able to blend in with everyone else in the rhythm, the dance, yet able to stand out to myself at the same time. That, I learned helped shed my meekness, and encourage fun into me while performing. Perhaps it is the happy, and fast moves with others helped me learn to enjoy myself, knowing that I am not alone, but still, I was singled by my differences. Because of that, I am presently in dance able to cherish the time(s) and promote my enjoyment to new/different dances unfamiliar to me. All in all, I learned through/in Dance this year to let go, and enjoy myself fully.

Join the discussion about Why Dance Matters here & here.