tag:blogger.com,1999:blog-4342767693986883212024-03-12T18:46:28.143-07:00Dancing with Class - Classroom Storieswww.dancingwithclass.orgMMToppenhttp://www.blogger.com/profile/13219412346369308983noreply@blogger.comBlogger46125tag:blogger.com,1999:blog-434276769398688321.post-42828330555847612182015-05-14T10:58:00.001-07:002015-05-14T12:53:33.449-07:00Learning to Lead <div class="MsoNormal" style="color: #222222; font-family: arial, sans-serif; font-size: small; text-indent: 0.5in;">
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Teaching a recent core program, one of my students, K, would gradually drift away from the circle during the lesson. I couldn’t tell at first what was going on for him – was he disinterested? Or shy? But I continued to invite him back into the circle to come join us.</div>
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We got to the lesson for swing, and to my surprise, K stayed in the circle that day. Something clicked for him and I could see him light up. Many students have trouble with the swing basic at first, getting a handle on the syncopated rhythm and stretching the movement away and then toward their partner. K was the first in the class to get it!</div>
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In preparing for competition, I assigned K the swing dance, figuring if he had a dance he really liked, he would really focus on it. K exceeded my expectations – not only practicing with enthusiasm, but also being a leader on the team and helping other students who were having trouble with the steps. On competition day, there was a long wait before his time onstage, he told me he just wanted to get out there and dance. I told him to save up all his energy and put it out there onstage – and he did!</div>
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I was impressed by my student’s performance, and so were his family and regular teachers. I learned from them that K really struggled to pay attention in his other classes. I have people close to me who had trouble paying attention in school due to ADHD and other issues, and they often felt like “the bad kid” in school and struggled with feeling different. I’m so glad K learned the dance, but I am even happier he had a positive learning experience connecting with something he enjoyed, and was able to take on a new role as a successful leader. </div>
Unknownhttp://www.blogger.com/profile/06577102609303119103noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-18693786419584195162015-04-23T10:15:00.002-07:002015-05-14T12:59:30.462-07:00Can Dance Promote World Peace?<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMtVR-OtmfmTwh4e2pb3D0G0bIfg2rGb5u99ZPhxCbAWmPYECv7dUP4HwxfDbIqmzW09OlAKf7VqF0Le7GeJ8bn3xb8RiSAAwYd4u_bYlo6XAHVjgQGjx2c0BIpVAiX2Zl2CGqy1GdlyKU/s1600/dance+around+the+world+graphic.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMtVR-OtmfmTwh4e2pb3D0G0bIfg2rGb5u99ZPhxCbAWmPYECv7dUP4HwxfDbIqmzW09OlAKf7VqF0Le7GeJ8bn3xb8RiSAAwYd4u_bYlo6XAHVjgQGjx2c0BIpVAiX2Zl2CGqy1GdlyKU/s320/dance+around+the+world+graphic.jpg" width="320" /></a>One of the main facets of the DWC curriculum is teaching the
students about respect. What it means to treat others with respect, and how to
show respect to others by dancing with them. This idea sounds simple and self-evident,
but teaching ballroom dance to 5<sup>th</sup> graders, where boys and girls
have to connect physically with each other, is no small feat. The excuses I
have heard as to why they do not want to dance with members of the opposite
gender range from comical, to absurd, to relevant. <br />
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Eventually, students become
more comfortable with the idea, and give it a try. Once they have figured out
that it is actually fun and begin to channel their energy into dance routines,
something magical happens. As an
instructor, I watch the joy and excitement between partners and the class
members who are being cooperative team players, exhibiting appropriate touch
through various ballroom arm connections, expressing themselves through
movement and music, and showing off their new dancing skills. It fills my heart
with joy and love, and sometimes- amazement!
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<br />
Upon reflection, I began imagining a world where nations and humans of
all kinds treated each other with respect. Wow- things would be really
different. So, on the days when teaching ballroom dance is challenging, and I
feel stressed out that things didn’t go exactly how I planned, I think about
the possibility that the message of respect will sink in and affect their life
choices in a positive way, if not now, perhaps in the future. I strongly
believe in the power of dance, and its ability to create positive change on
this planet, one 5<sup>th</sup> grader at a time. This gives me peace and
motivation to continue spreading my love of dance through the art of teaching
it.</div>
Anonymoushttp://www.blogger.com/profile/00882231361350587887noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-1316135305439715732015-02-28T12:02:00.000-08:002015-02-28T12:02:01.605-08:00Surprise - you're performing in front of your entire school!Four weeks ago, I started a 12 week program at an elementary school working with 6th, 7th, and 8th graders. They are taking time out of their Social Studies class to learn 2 dances - one with a partner, and one non-partner. The teacher coach is beyond wonderful - he's excited, invested, and so supportive. That's a gift in itself.<br />
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The students came into the first week of dance class very hesitant. There are more boys in almost all 6 classrooms, which tends to be more difficult since girls are more likely to embrace dance class than boys at that age. I was lucky enough to be able to hear him introduce me and the program - most of the time the students are prepped before I get there, so I have no idea what they're told. He said very honestly that this was a new experience, one that he has been dreaming about for years but couldn't put into reality himself, and that I was there to teach them to dance. The kids were skeptical, but they didn't write me off just yet. Then he said something I have to remember for the future in new schools. He told them he understood they were nervous. And that their bad behavior (laughing, making faces, negative comments) were just a result of being nervous. He said that if they just gave me a chance, they would be as convinced as he is that they will be successful. I wanted to hug him. That was the perfect thing to say to get the students on board. His stamp of approval was enough for them to come to me with an open mind. My job just got a little easier.<br />
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We only have 45 minutes together each week, and most of the first 2 classes was spent getting them to stop pulling their sleeves over their hands in connection. However, there were some students who were hooked right away. They embraced the dance and the character. I could tell they were along for the ride. I'm still working to convince some of the students that this isn't painful and they won't have to marry their partner. But the majority of students were hooked by week 2.<br />
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Then, last week I told them I wanted their help in making the dance their own. They were to help me choreograph parts of each dance for the performance in May. Some of the kids shut down entirely saying they were not going to dance on stage. Some were nervous I would make them dance by themselves but calmed down when I told them it was a group performance. Some really looked excited to be a part of it. <br />
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It's still early on in the program, so I'm optimistic I can change the minds of the hesitant students. A few students are choosing not to dance with a partner, and I'm not forcing them. My hope is that they will change their minds, but if they won't dance holding another student, I can't have them be a part of the partner dance. It's a tricky balance to try and find out the true reason a student won't hold another student's hand, and in only 45 minutes a week with 35 dancers on a tiny stage, I'm afraid I might never be able to delve deep into it. So unfortunately, they have to sit down and join in when they feel they can handle it. Some come back, and a few don't. <br />
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I try to not get into "go mode" and just focus on what we must do that week. I try not to freak out if we get behind my schedule. I try to approach each class with a goal in mind, explain to the students my goal, and then hope to achieve it together. But sometimes I wish I had more time to interact with the students to see if they'll open up to me about their fears and insecurities. Why they won't hold Suzie's hand. Why it's so scary to have Johnny's hand on their back. Maybe that would take the fear away. And maybe not. <br />
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<br />Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-35076131961240677282015-02-28T11:20:00.002-08:002015-02-28T11:20:57.067-08:00Our Second Year TogetherI've been lucky enough to be back with a YMCA program for the 2nd year after working with new students in 2014. Last year, the kids did a wonderful job. They were completely new to partner dancing. Some were young, so they were not quite secure with dancing with a partner of the opposite gender and just not quite convinced this was an adventure they wanted to take with me. <br />
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This year, half of my class is new and the other half competed last year. The changes are amazing. The 2nd year dancers are committed, attentive, and understand the benefits to putting in hard work for 10 weeks and having a great time at the dance off. That excitement had definitely translated to the new dancers. They are working even harder to "catch up" to the 2nd year dancers and the results are wonderful. There is no more convincing the students to commit to ballroom hold. No more keeping them interested as they eye the board games they were playing before I arrived. They are mine for one hour and ready to be molded into amazing ladies and gentlemen. So far, half way in, the results are incredible. I'm so excited to see where they take these dances in March!Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-50039682304896315882015-02-07T15:46:00.002-08:002015-02-07T15:48:17.859-08:00Putting the "Unity" in Classroom CommunityBefore I worked with Dancing With Class, I used to study and teach classes on community-based performance. One thing that kept coming up was the connection between the personal empowerment that comes from mastering a performance skill-- something that you create in your own body and others can’t take away-- and the feeling of togetherness that comes from creating a performance with others. This is something that is similar to what happens in team sports: individuals learn to take pride in developing new skills while learning that for their team to succeed overall they must work together. In our program the skills are different, but the concept is the same. And unlike most team sports our students take part in at their ages, the teams are completely co-ed.
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This is something I see happen in my classrooms again and again. </break><br />
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<break><b>Personal Empowerment:</b> So often we see the pride and joy our students develop when they master a new step, or when they get recognition for a dance well done. I recently had the chance to work with a full classroom of students to create a fully choreographed dance piece for performance. At one point I wanted the gentlemen to enter in a formation, but they were struggling with spacing. One of the boys in the class suggested they enter offset “like a checkerboard,” and we re-imagined that section to make that suggestion work. I was thrilled to see one of my students take a leadership role in the dance, and it looked great in the final routine! Particularly for students who may struggle in other subjects, or who face more challenges than their peers in other areas, these moments of recognition can be particularly motivating.
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<break><break><b>Community Bonding:</b> I so appreciate our placing partner dance at the center of a creative endeavor. One of my students once said that “ballroom dancing is different from hip hop because… in ballroom dance you have to get along with the other person.” This isn’t to take anything away from hip hop or ballet or jazz or any other form of dance, but to signify what is different about <b>partnered</b> dance. Our goal is never to outshine our partner. We have to work together for us to succeed. The dancers learn that have to trust and rely on their partners, and also that their partners rely on them. I think that can be scary and difficult for adults, let alone for 10-year-olds. In this same dance piece, there was a moment where some of the students participated in a simple, safe lift. The dancers who were lifted learned that the moment they trusted their partners to carry them the lift was completely secure and comfortable, but if they avoided giving their partners their full weight, then they wouldn’t get more than a few inches off the ground. So much of the staging of the piece, too, involved moments when a group of ladies would have to move across the stage in time for their partners to start the next piece, and vice versa. We discussed how when each person knew when they were supposed to move and when they had to trust and wait for their partner, the entire piece looked cleaner.
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<break><break><break>These realizations are twinned: <i>I</i> can; <i>We</i> can. Both are very important lessons. In a culture of American individualism, individual scores and grading, and growing isolation of kids and teens through “social” networks, I think Dancing With Class can capitalize on our ability to bring students together. To my other teachers and collaborators: do you have particular strategies, anecdotes, or ideas of how we can do this to an even greater extent?</break></break></break>CVHhttp://www.blogger.com/profile/10108920301567564541noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-46156703122261841452015-01-07T15:18:00.002-08:002015-01-07T16:29:18.438-08:00Overcoming fears<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Crushona was not feeling comfortable. I could tell from her body language - arms crossed like she was trying to shrink into herself, sometimes covering her face with her hands - that she was feeling freaked out at the possibility of having to dance. I'm sure it was extra nerve racking because she was a new student. Everyone else in class had been with each other since the beginning of the school year and had three dance classes already, but it was her first day. We had been working gradually up to our closed position ballroom hold, and I was confident that the other students would be able to handle it. But Crushona was a wild card - she had another adult helper specifically with her in the class, and seemed to be legitimately frightened. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When it came time to introduce closed position, I thought to myself, "Well, we'll see... Maybe she'll just need to take a break." In between talking to students I tried to casually mention to our classroom teacher that if new students were having a hard time it would be okay to go easy on them. But then when I asked for a volunteer to help me demonstrate, Crushona raised her hand! With a little coaxing, she got up in front of the entire class. I talked her through the closed position and she did a great job; she was even able to follow me though a salsa basic! And best of all, the entire class cheered and clapped for her without any prompting from me. What a great confidence boost! She was smiling as she went back to join the circle.</span></div>
<span id="docs-internal-guid-a87c5e16-c6b0-e7a0-f3df-0aea00054841"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">The rest of class wasn't perfect, she still needed a little encouragement sometimes to get into closed position with some of the gentlemen. But compared to where she was at the beginning of class, she made a huge leap forward. I was so proud of her and so grateful to have been a part of that experience. Moments like these are why I love teaching for Dancing With Class and why I believe so passionately that dance can make a positive change in people's lives. </span></span>MRhymehttp://www.blogger.com/profile/14115759221340371037noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-32988826158069119442014-12-21T20:37:00.000-08:002014-12-21T20:37:03.234-08:00Magic Moments Recently I started teaching DwC core program at Sawyer School . I was really excited to see this group again this year and work with those amazing kids who they really surprise me with their energy and talent in their last performance. <br />
The first thing I saw was an smile in their faces what it really makes me have the best day ever. They was really excited about the material they will be learning this year but the most funny some of the kids ask me: We will be on TV? We will be famous?<br />
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Once I started with Foxtrot I was a little concern about how they will response but they surprise me again, once I started the music and I was watching those little Ladies and Gentleman dancing so elegant with their nice frame and going with the Rhythm Slow slow quick quick is one of those moments I will never forget. Anonymoushttp://www.blogger.com/profile/14297992924242973655noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-72391225003890460012014-12-17T07:05:00.001-08:002014-12-17T07:05:47.396-08:00Just Try It<span id="docs-internal-guid-ff38edba-588c-8894-c0ca-d29fb81cffff"></span><br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Today we started learning about the Paso Doble. Once we talked about Spain’s matadors, everyone was excited to play our ice breaker. The dancers were split into teams of two where one person became the matador and the other the shadow of the matador. It was amazing to see the dancers challenging each other with movements that tested their body awareness. One student was partnered with a young lady who did the splits. At first he balked and said there was no way he could do that, but then he tried and amazed himself at the flexibility of his body. Giving young people the chance to see their boundaries and push past them is one of the many beautiful aspects of the DWC program. We often encourage students to not fear being unable to do something before they try it. Pushing themselves to try new things is a valuable skill they can employ throughout the rest of their lives.</span></div>
Anonymoushttp://www.blogger.com/profile/05036764636691841421noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-70058359778162843262014-06-05T16:35:00.001-07:002014-06-05T16:35:10.962-07:00Our Favorite Memories!<div style="color: #222222; font-family: arial; font-size: small;">
It's the end of the year! I can't believe time has flown by so fast. As usual, working at DWC and with the many wonderful students in our program has been a roller-coaster ride of hard work, excitement, some frustration, and a great deal of pride and joy. </div>
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In the spirit of an end-of-the-year recap, here are some quotes from my students from Our Lady of Mount Carmel Academy and Catalyst Circle Rock Charter School about their favorite memories of their dance classes:</div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-I really liked when we learned about the different kinds of dances.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-At first my partner and I didn't work well together, but then we figured out how to compromise and move together and we started really having fun.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-I liked the way we worked together as a team to accomplish something we couldn't do before.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-I couldn't do the turn in salsa at first, but I'm glad that I learned how to do it.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-I liked when we were rotating partners during our first classes because I got to dance with different people. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">-I e<span style="color: black; white-space: pre-wrap;">njoyed the bus ride back from the competition, even though some people were disappointed [at not winning the biggest trophy] we were still having fun together and enjoying being together.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="color: black; white-space: pre-wrap;">-I liked b</span><span style="color: black; line-height: 1.15; white-space: pre-wrap;">eing in the room at the competition watching people dance on the screen and giving each other compliments.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="color: black; line-height: 1.15; white-space: pre-wrap;">-I </span><span style="color: black; white-space: pre-wrap;">enjoyed seeing the difference between the beginning and the end - with the first couple of classes nobody really cared about dancing that much, but after a couple of classes we started really liking it and we started being good at dancing. </span></span></div>
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One of my favorite things about these memories is that so many of them are not only about dancing, but also about the way the students have learned to work together and enjoy interacting with each other. I am so proud of all of my students for the wonderful work they've done this year! I've seen so many of them really blossom, not just as dancers but as human beings. It's truly magical and I'm so thankful to be a part of DWC. </div>
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Megan</div>
MRhymehttp://www.blogger.com/profile/14115759221340371037noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-33740946656101151882014-05-16T12:45:00.000-07:002014-05-16T12:45:46.330-07:00Mindfulness in the Classroom: Reflections and Non-Reaction<u><b>The Mirror</b></u><br />We are all reflections of each other. Although I teach this to kids, this is a challenge for both kids and adults, myself included. When I am frustrated, my students are more easily frustrated. When my students are frustrated, I am more easily frustrated. When we reflect patience, there is more patience. When we reflect joy, there is more joy. <br /><br />Mirroring is a cycle that perpetuates itself, and we can use mirroring as a tool to transform the way in which we are perceived and treated. Often we don’t realize how we are moving, behaving or feeling. I teach dance to share how we can more easily move through the world. I am teaching how our attitude and behavior is reflected back to us. Dance -- especially partner dance -- gives us the opportunity to see ourselves more clearly. <br /><br />At a school where I just recently started teaching, the 5th grade class has been struggling to treat each other with respect. The school chose this 5th grade class so they could work on improving behavior, specifically focused on the relationships between the students. One of our goals is to improve the self-esteem of individual students and to shift the dynamics within the classroom community.<br /><br />As the students were asked to dance together, the domino effect of emotional reactions began to explode. Before the web of emotion spun too far out of control, we had to stop dancing and take a moment to reflect. I asked the students to sit in a circle facing out with their eyes closed so they could raise their hands without anyone seeing their answers. <br /><br />Here are some of the questions I asked them. I gave the instruction that they would not get in trouble for answering honestly: <br /> -Have you ever been made fun of, bullied, or teased?<br /> -Have you ever made fun of, bullied, or teased someone else because they were mean to you?<br /> -Does it make you feel bad when someone makes fun of, bullies or teases you?<br /><br />Almost all of the students raised their hands in response to each question. We then talked about how we are reflections of each other. If one person is mean to you, then we often mirror this by reacting negatively, which then leads to more hurt feelings. If you are always angry, people will be mean to you to protect themselves -- this is just a reflection of your anger. <br /><br />We then talked about how we can, as individuals, become empowered to change this within ourselves by acting with wisdom. This is a lesson about how we can improve our lives just by being kinder to ourselves and others. In class we put mirroring into practice each day by asking with positive body language, “May I have this dance?” and responding, “Yes you may.” This skill is much more challenging than what it seems to be on the surface. It takes courage, self-confidence, empathy, and compassion.<br /><br /><u><b>Intentional Action versus Reaction</b></u><br /><br />One of the challenges we have in life is to act with the wisdom we carry within. To act with thought and intention, rather than to react with emotion. Today a student and I were demonstrating a new dance move next to a girl in class who doesn’t have an arm from the elbow down. The girl I was demonstrating with said to me in a loud whisper, “She can’t do it because she doesn’t have part of her right arm.”<br /><br />The girl she was talking about heard this, took a moment, gathered her emotions and with a strong sense of self-confidence stepped forward and asked if she could demonstrate with me. With grace, style, pride and elegance she showed the whole class how the move is done. Intentional action can shape what is reflected back to us. <br /><br />Until this point, many of her dance partners seemed quietly nervous and uncomfortable, unsure how to dance with her. Many of the students are too shy to just ask her directly how she wants to dance and be held. This is a challenge not just for children, but adults as well, so it is no surprise that 5th graders are struggling with this. <br /><br />In our culture, we are not given good tools to communicate about different bodies or abilities in a safe way. This girl’s choice to respond in a self-empowered way gave all of us a lesson in how to treat her and how to dance with her. There can be fear and discomfort when someone is different. Sometimes we don’t know how to interact in unique situations. This dancer showed us exactly how to treat her by shining in the spotlight. She chose to take control of a situation with intentional action versus emotionally impulsive reaction, in turn creating a safer space for everyone. <br /><br />Today I am grateful for the lessons all of my students share. They demonstrate what it means to be honest and fearlessly true to themselves. I am moved by the deep wisdom students have at a young age to navigate challenging interactions with maturity and at the same time not hurting others. It truly amazes me what can unfold in a one hour dance class. Rachel Singerhttp://www.blogger.com/profile/14713104818947110266noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-67388054880722648862014-05-16T09:44:00.002-07:002014-05-16T10:03:56.490-07:00The Best Thank You Notes EverThe month long residency program with South Elementary is over, and I couldn't be more proud of the entire school. Every grade performed their special dance in two assemblies, and those kids were amazing. It was incredible to see the focus and determination on their faces as they danced and the smiles when they were done. I received a thank you note from the older students in 3rd, 4th, and 5th grade and wanted to share a few of their comments - they definitely brightened up my day. <br />
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<ul>
<li><strong><em>"I'll never forget this day for the rest of my life"</em></strong></li>
<li>"At the beginning of this unit I was thinking I wouldn't like it but then I was dancing my butt off. <strong><em>I've never been happier in my life</em></strong> and I want to thank you for that."</li>
<li>"I wish you could stay longer...like six more weeks, or even more. Ten, twenty, thirty, now I'm going too high."</li>
<li>"I loved dancing with you. <strong><em>Swing was like riding a 65 mph rollercoaster</em></strong>. Merengue was like eating a triple decker ice cream with chocolate topping. I wish we could dance the rest of the year."</li>
<li>"Thank you for teaching me reggaeton. I loved dancing with you even though some of the steps were hard."</li>
<li>"p.s. the isolations were awesome!"</li>
<li>"Thank you for being my teacher and helping me every time I screwed up."</li>
<li>"Before I didn't know how to dance but now I do. And I love it."</li>
<li>"Dance rules!"</li>
<li>"I was practicing every day before the concert."</li>
<li>"The dance was awesome and cool. I listen to reggaeton in my room on 712."</li>
<li>"You worked so hard and we will work hard for you at the concert."</li>
<li>"I loved the time you were dancing with Mr. Chris at the assembly. I liked Mr. Chris. Mrs. Margot was really nice, too."</li>
<li><strong><em>"I am going to be pretty upset when you leave. I had fun. I was hiding the fun, I do not know why, but I still had fun."</em></strong></li>
<li>"In the future I want to learn more dances like tango. I will never stop dancing. Never."</li>
<li>"Thank you for teaching me two awesome dances. They were swing and merengue. At first I said I don't want to do this but then I said this is awesome."</li>
<li>"The swing dance was awesomer than going to Six Flags. The merengue was awesomer than eating candy for the whole week! Even though I don't think my mom will let me do that."</li>
<li>"My favorite dance was tango because it is so dramatic. Thank you for teaching us how to dance different dances from different types of countries."</li>
<li>"It was really fun learning tango and merengue. It was also fun where it came from and the story you told."</li>
<li><strong><em>"Before I hated dancing now I love it."</em></strong></li>
<li>"Life is good...but dance is serious! Keep calm and love dancing."</li>
<li>"Thank you for playing so many games with us. I loved the May I Have This Dance Game and Popcorn was fun, too."</li>
<li>"Thank you for teaching us merengue and tango. It was so much fun, my eyes almost fell out."</li>
<li><strong><em>"You helped me go out of my comfort zone. I was scared of dancing and scared of dancing in front of people and you helped me be ready."</em></strong></li>
</ul>
<br />
There are so much more, but these were definitely my favorites. I wish I could share the drawings - some of them blew me away. The self portraits were outstanding - they drew them so I would know who they were. Such an incredible experience. I really hope I get to do this again next year. <br />
<br />
Thank you, South Elementary! Teaching you was like riding the biggest rollercoaster, eating tons of cotton candy, and the best time of my life, too! <br />
<br />
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-21999124932206629022014-05-09T08:12:00.001-07:002014-05-09T08:35:01.850-07:00"What I Learned"I've had a wonderful experience working with Peirce, where we recently finished learning our final dance routine. With the auditions coming up and the final teams about to be selected for the competition at the end of the month, I wanted to take time to reflect on what all of the dancers have learned and will take with them, even those that won't go to the dance-off in a few weeks. <br />
<br />
I asked each class to share something they have learned through our dance lessons. Here is some of what they had to say:
<br />
<br />
<ul>
<li>
"I learned that dances come from different cultures and traditions around the world."</li>
<li>"I learned that you don't have to speak the same language to be able to dance together, like in Hispaniola where there are two countries that share a dance." </li>
<li>"Some of the dances I thought would be really hard and only for adults, like waltz, were actually not too hard. We can dance them, too"</li>
<li>"I learned about different rhythms and how it's important to stay slow if the step is slow." </li>
<li>"I learned that some of today's music comes from long ago (like rock and roll starting as swing music)."</li>
</ul>
<br />
I am so proud of ALL of my students and wish I had a spot for all them on our team. But I know no one can take away the dances they've learned and the fun they've had over the past several weeks. CVHhttp://www.blogger.com/profile/10108920301567564541noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-75912209144102803812014-04-18T11:25:00.001-07:002014-04-18T13:42:10.843-07:00Blown Away!<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">As a new addition to the DWC faculty, I recently had my
first experience of teaching the core program to third and fourth graders for
the ten week curriculum which culminates in the Dance-Off event that was held
at the Chicago Cultural Center. I must admit, during the first few weeks of my
teaching assignment, I was not feeling very confident that I would even be able
to pick students to perform at this event. Many of the students refused to
dance with partners, unable to bear the hand connection needed in ballroom
dance between a young man and young lady, let alone learn the five different
routines and styles that are taught. </span><br />
<br />
<span style="font-family: Calibri;">The overall behavior in class at first was
challenging, but I was able to see little sparks of interest in many of the
student’s eyes that kept me motivated. To my delight and surprise, around week
five, a shift occurred in the students. They were engaged, excited about dance,
and somewhat comfortable connecting to their partner in “closed dance
position.”<span style="mso-spacerun: yes;"> </span>Many of the boys who refused to
dance at first, were completely on board and expressed interest in competing in
the Dance-Off. </span><br />
<br />
<span style="font-family: Calibri;">I selected my group, we prepared for the event, and I crossed my
fingers! When the student’s arrived at the Cultural Center, their excitement
was noticeable and each of them were groomed and dressed to the nines. They
wanted to review their dances immediately, and make sure they were ready. Then
it began. Lights, camera, action! They had a blast! I, and the students, were
blown away by this event! </span><br />
<br />
<span style="font-family: Calibri;">The students from all schools were on best behavior,
showing respect to one another and other schools, and above all- felt proud to
be there. This feeling of confidence, self-respect, and excitement permeated
the ballroom. I was in awe of the power of dance and its ability to bring
together so many diverse communities in Chicago in celebration of the
accomplishments of the students in this core program! I was elated and moved by
my first experience of this program, as were many of my students and their
parents, and look forward to the next Dance-Off! </span></div>
Anonymoushttp://www.blogger.com/profile/00882231361350587887noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-23269447672344500132014-04-15T19:19:00.002-07:002014-04-15T19:19:45.562-07:00A Long Story...But One That Has To Be Told!Thanks to a very generous grant, I have been lucky enough to work with a new elementary school for a month long residency program. I'm teaching each classroom in the school, 12 total, a cultural dance. The younger students are dancing to non-partner dances from around the world and the 4th and 5th graders are all learning merengue, swing, and tango. The staff has been beyond accommodating and helpful to the extent that they volunteered to do a performance themselves at the end of the month long program! It's a dream job that I was very nervous about at first but that has now turned into excitement as I finished my first week and a half.<br />
<br />
The Saturday before I began, I received an e-mail from the Behavioral and Emotional Support Team Teacher telling me a little about some students that might need extra support. She asked if DWC had any ideas for students who didn't want to participate in the partner dancing. Between Margot and I we talked to her and decided to see how the students reacted but to have a Plan B in case partnering wasn't going to work. We thought maybe having them be the class DJ or have the teacher or teacher aide be their only partner would be a good solution. The teacher specifically mentioned a 4th grader who was, in her words, terrified to dance in class. We chatted about his specific fears, and she said he was faced with generalized anxiety disorder/extreme panic attacks and that he has displayed severe behaviors with dance in the past and had already displayed avoidance behaviors upon the mention of the upcoming dance unit. With this in mind, I went to the first day of dance on Monday hoping I could help this student overcome his fears.<br />
<br />
He didn't show up to school. We weren't even going to meet for a dance class that day - I was there to perform in an assembly to prepare the students, and he was so scared, he stayed home. I was supposed to have him on Tuesday, no show. Wednesday, absent. After the 3rd day, I began to feel horrible that he was missing school to avoid dance class. Then on Thursday, the third day his class met with me, I got introduced to him. The teachers brought him in the hallway early so we chatted about sports, bike riding, the Blackhawks - anything I could think of to keep him from being scared about the upcoming half hour.<br />
<br />
When all of the students arrived, I asked them to form "escort" position where the gentlemen escorts the lady into the "ballroom" hand to elbow. He had a "ghost partner" since we had a couple extra gentlemen in the class. So far so good. <br />
<br />
Before I met this student, my plan was to start the class off by jumping into the merengue routine they already knew, but I knew now that would be disastrous. The past two classes were spent getting the students over their fear of "cooties" and holding hands to dance as teammates. This student didn't have that acclimation. So I decided to backtrack and have them dance on their own in a huge circle. <br />
<br />
I watched this student closely, seeing how he was feeling picking up the movement. I made everything into a game and kept complimenting him specifically saying how quickly he learned on his first day. I got a smile. <br />
<br />
Encouraged by that, I asked the gentlemen to form their smaller circle and assigned them their teammates. We rotate like crazy, but my new student didn't know that yet, so I had him dance with his teacher at first, and I stood next to her. So his first two rotations would not be with a classmate. I spent a lot of time reviewing so he could get used to the hand to hand contact with both of us adults. Then, I couldn't hold off any longer. I had to have him rotate to a female classmate. I casually had them rotate and watched his reaction. I heard him clearly ask, "May I have this dance?" And she answered, "Absolutely." They gave each other a "low ten", held on, and I turned on the music. He rotated the entire rest of the class with all of the ladies. And he smiled. I was ecstatic.<br />
<br />
Afterward, he got into escort position with his teammate and walked her out of the ballroom. The teachers couldn't have been happier. I was bursting with pride for this very brave student. He overcame a huge hurdle that afternoon. I only hoped he would keep it up the following week.<br />
<br />
Fast forward to today. The fourth class of merengue. The moment when the students were to get into "ballroom" position. That meant the gentlemen's hands had to go on the lady's back. Always a big moment. I was nervous.<br />
<br />
When the students walked in, I looked around heartbroken because I didn't see him. The gentlemen with ghost partners all filed past me, and my heart sank. Then I saw him. He had a female teammate on his arm in escort position, and he led her to the dance circle. We started reviewing the dance, and he had no problem rotating yet again. The moment of truth - ballroom position. Not a problem. My new hero held his teammate in his arms without any problems. <br />
<br />
I've never been happier to be a teacher. And I know I'll never forget this moment. My only hope is, he will one day realize how brave he was and be proud of the progress he made that afternoon.<br />
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-78685449016076759492014-04-11T09:02:00.000-07:002014-04-11T09:02:09.880-07:00Posture Too Perfect?To say that some of my classes are challenging, is an understatement. But I can't blame them. I see the way they are expected to walk down the halls in straight, silent lines. I see the kids at the back of the line who choose to dance and wiggle their way through the hall and then get reprimanded for it. I hear the screams of many frustrated teachers trying to control their classrooms. By the time the kids get to me, in a class where freedom of expression is not only allowed but encouraged, they can't help but act out.<br />
<br />
I will admit that as much as I want them to have a space where they don't have to be perfect and they can express themselves, it can be frustrating at times. I want them to be able to let loose and have fun but I also want them to take away the many life lessons that this program has to offer. Lessons about respect, manners, and discipline as well as the ability to ask for what you want in life. <br />
<br />
After last week with them, I kept thinking about a particularly lively group that I have. None of my methods, or their teacher's methods, were working to get them to focus at the task at hand. What's more frustrating is that occasionally throughout the class we could get them to settle down and run the dance, and what I would see was amazing! They looked like little ladies and gentleman executing the steps just as I taught them. How could I get them to focus like that for more than two times in a class? At the end of class, I turned it back on the students. I told them that this was a great opportunity and that they can either let some trouble makers in the class take that opportunity away, or they can decide to take it for themselves. <br />
<br />
What I saw this week was incredible. I had more students actively participating than in the three classes prior. I had a few students who decided to take the opportunity for themselves by helping to get their classmates into a circle and partner off. I could tell that one of my students was frustrated by constantly have to stop the class to regain focus. This week he was able to ask for what he wanted from his classmates by respectfully asking them to pay attention.<br />
<br />
We still have a lot of work to do but I was so impressed to see progress that quickly. From one week barely getting through half of the waltz routine and the next week finishing the whole swing routine was astonishing to me. I can see them starting to use teamwork along with their personal work while still having fun in the process. <br />
<br />
<br />Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-71976818492781345632014-03-12T10:27:00.000-07:002014-03-12T14:10:54.831-07:00Amazed By My Student<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I was visiting a school after the big Dance Off and the students were still so excited by the experience. Amidst the pizza, games, and line dancing, I had a chance to chat with Alexis. </span><br />
<br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Alexis was one of the most committed people on the team. We as educators always come across students that challenge us to be even better instructors. In one rehearsal, Alexis finished and came to me saying, “Miss D., I can do this, it isn’t too hard for me. I might just need more time.” </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">She worked extra hard and competed beautifully in the competition.</span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcpRjsf256LRDtae7wiA-95tpn1v6fyjnGgXaUVG75l0QsmIlykf4cpFXqbUM6ii689Ntq89eroco0tN-MAYuzqPKoB8hV4sY234-MlnqoMK9DtfBDFehQwXBDKCbSDTkJwatA6H9j8Wc/s1600/alexis+and+fernando.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcpRjsf256LRDtae7wiA-95tpn1v6fyjnGgXaUVG75l0QsmIlykf4cpFXqbUM6ii689Ntq89eroco0tN-MAYuzqPKoB8hV4sY234-MlnqoMK9DtfBDFehQwXBDKCbSDTkJwatA6H9j8Wc/s1600/alexis+and+fernando.jpg" height="213" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Alexis & Fernando dancing</td></tr>
</tbody></table>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> I forgot to mention that Alexis uses a wheelchair. She is neither confined or defined by it’s use but sails beyond it. I wasn’t surprised when she came up to me during the pizza party, but what she said floored me. </span><br />
<br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">“Before this program, most people thought I only went home and watched TV, that I couldn’t do anything. But this [program] has really opened me up as a person. They can see how much more I can do.”</span><br />
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Dancing with Class is a program designed to increase self confidence but in this group of students, they truly rallied together as a team. To see how joyous they were in supporting each other at the event and the camaraderie even a week later was amazing. It's amazing to see students astound themselves. Sometimes it just takes time and a little dancing.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>Anonymoushttp://www.blogger.com/profile/05036764636691841421noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-9496027429962121112013-12-13T00:35:00.002-08:002013-12-13T00:35:47.358-08:00Season of GivingDancing with Class is wrapping up a successful Fall Season, having recently completed our Fall Dance-Off for CPS schools as well as our Chicago Park District program.
At each event, I reminded students that there are wonderful gifts they can give any time they like that don't cost a thing. Namely, compliments to other people and the joy of sharing a dance.
When reminded to do so, students take the challenge of "paying a compliment to someone they do not know" very seriously. A young boy came up to me after an event last night to report on the number of compliments he had paid to others that evening. He was joyful to share this news. He was experiencing what the joy of giving is all about. By doing something nice for someone else, he was also giving a gift to himself.
Spread the joy this holiday season!MMToppenhttp://www.blogger.com/profile/13219412346369308983noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-27684572514633789042013-05-16T07:58:00.002-07:002013-05-16T08:00:33.768-07:00Disbelief<div dir="ltr" id="docs-internal-guid-7bcbdd4f-add8-bbaf-9bd0-83bb02f0f9a8" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">May 16, 2013</span></div>
<br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The moment when forty eyes look at you in disbelief, just because you said “Class is over”.</span><br />
<br />
<br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Definitely worth it.</span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></div>
Anonymoushttp://www.blogger.com/profile/05036764636691841421noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-7684318469850506312013-05-03T17:09:00.000-07:002013-05-03T17:09:08.181-07:00Dance FamilyI've been working with an amazing group of 7th and 8th graders the past few weeks on choreography for their end of year festival. They are doing a wonderful job with salsa, cha cha, and merengue, and the majority of them are learning the footwork for the first time. They are picking up on the choreography so well I find myself challenging them beyond what I had planned. It's exciting to see their faces when they get the movement down - the pride they feel is just priceless.<br />
<br />
Today was my favorite day there because everyone showed up, they remembered last week's choreography, and were eager to learn more. That alone makes my day. But it was one of the comments a girl made at the end of class that made me smile. She is one of those students who is very polite, cooperative, and works very hard even though the movement doesn't come easily. She happened to glance down at my Visitor's badge that the front office gave me to wear and asked why I had to wear it. I replied that it was policy for everyone who teaches the after school programs to wear one. She then said, "But you're not a visitor. You're part of our dance family." <br />
<br />
What a powerful statement. And by far the best compliment I've ever received.<br />
<br />
Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-55273982163943317332013-05-03T09:36:00.001-07:002013-05-03T09:36:31.713-07:00One Brave Student Made My DayI started a new school yesterday teaching third and fourth graders. The moment I arrived, the coordinator told me that most of the students were terrified of dancing. Terrified. I've been told before that the kids were nervous or scared, but terrified was a little shocking. The boys told me right away that they didn't want to dance with a girl and vice versa. When teaching partner dancing, this can be a problem! Luckily, I came prepared with some ideas so they would get over the "ick" factor.<br />
<br />
As with every class I teach, I always ask them if they've seen partner dancing on television before. Almost all of them have seen Dancing With The Stars or So You Think You Can Dance. This helps get the conversation started about dancing with the opposite gender. However, it doesn't mean they want to do it! <br />
<br />
I taught the kids their first dance, the merengue, in a circle all doing the same footwork. This they were just fine with. There was no touching involved. The moment I mentioned that the next class we would partner up with our teammate, they all groaned, shrieked, and said, "No way!" I had to think fast.<br />
<br />
I noticed a few of the boys were really getting into the dance, and I thought I would try to use one of them to help me show the class how cool partner dancing could be. So I asked the boys if any of them was brave enough to dance with me. Of course, five of them immediately backed up and shook their heads. Then I looked to my left and say one shy boy raised his hand. I have never been so grateful to an 8 year old before!<br />
<br />
His name was Santiago, and he said he would dance with me. I asked him to hold out his hands. The class groaned, but he did it. I held his hands and showed the class the entire merengue routine in a hand hold position. He did an amazing job keeping his feet moving as I turned into the different positions to show the class what they could do with their partner. The smile on his face was all I needed to know this was a great idea. But what sealed the deal was when I led Santiago into his turns and the entire class went, "Oooooohhh! That's cool!" Santiago was a star, and they were almost sold on the idea of holding hands with their teammates. <br />
<br />
I say almost because even though they cheered their classmate on, at the end of the hour I showed them escort position and lost them once again! Holding on to the boys' elbow was still too much to handle, but I have more tricks up my sleeve to handle the cooties' outbreak they think will erupt next week.<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-75440193156463283582013-04-30T17:56:00.000-07:002013-04-30T22:31:02.101-07:00The Wonderful Minds of First and Second GradersI had the pleasure of teaching my first class with a great group of 1st and 2nd graders at Dawes Elementary this week. They are learning two Dance Around the World dances, so we began by talking about dance and why they think people dance. <p>
I was amazed that they responded with, "To show other people our culture," or "To show everyone we're happy", and, my favorite, "To get better and better so we can dance at parties." <p>
We talked about their first dance from the Philippines, the Pandango Sa Ilao, which they kept calling the "Fandango Sake Lao."
They got the pronunciation in the end, and who can blame them for taking some time to get it?
That's a mouthful for adults! <p>
I told them to close their eyes and pretend they were on an island, but when I asked if they could smell the saltwater, one student said, "No. I smell hot dogs." (They were dancing in their lunch room.) <p>
It was all I could do to keep from laughing. This is going to be a great session, I just know it. Anonymoushttp://www.blogger.com/profile/06461764706902016857noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-86382487288854337542013-04-24T15:22:00.001-07:002013-04-24T15:22:49.202-07:00Favorite Dances When I asked the kids to choose their favorite dances, their answers reminded me of all the different perspectives on dance, and all the various opportunities you can explore within the art. <br />
<br />
A very energetic Elliot loves to swing dance and salsa. He feels as though "I get to do my own thing" more in those dances than the others. In the counts when they get to freestyle a bit, Elliot is a choreographer. Hopping on one leg, tuning, jumping, shimmying are all moves he likes to throw into the routine, surprising me every time. <br />
<br />
Rebecca likes the more formal dances, tango and waltz. She says that, "In tango we get to be dramatic. It's fun to pretend to be someone else." She also feels as if, "waltz is hard, so I feel good when I get it right." Her perspective reminds me of ballerinas in the role of Odile in Swan Lake, mastering some of the most difficult choreography while enjoying and exploring the character even more. <br />
<br />
Merengue is a favorite of a lot of my class. A couple students say "merengue is the most fun because it's fun to dance with your partner", "it's like we are at a party with our whole class." These kids are my social dancers. They enjoy the community and companionship of dance. Making eye contact and having fun together is something I've experienced in every social dance experience I've had. <br />
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It's exciting to recognize the diverse passions within my class, and how reflective they are on what it means to be a dancer. There is no single definition of what a dancer is, what a teacher is, what an artist is, that they can find their own! No matter what inspires them, I'm so happy to share this art, and even more happy that their personalities shine through.<br />
<br />Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-42438758137791936972013-04-11T20:45:00.000-07:002013-04-12T13:19:07.248-07:00Who Gets to be Elegant?I'm a big believer that dance is representative of cultural history, and part of what I love about teaching through Dancing With Class is the feeling that I am participating in both teaching and creating cultural history; the cultural history of Chicago students. A great example is a comment in a recent class from one of my students. <br /><br>
I was teaching the waltz. I told them that the dance originated in Germany, and explained that it is widely known as one of the most beautiful and elegant dances. I asked them to imagine doing the waltz as they met Prince William and Princess Kate at a beautiful royal castle. Then one of my students, Cameron, raised his hand.<br /><br>
"But, Ms Megan... I don't think people in Chicago can be elegant. There's too much crime and violence here."<br /><br>
His comment blew my mind. These kids are participating in the Chicago history that's being made right now, and one thing that's been happening in Chicago lately is a lot of violence in neighborhoods. His comment was a potent reminder that those events have a cultural effect; in this instance, affecting the way Chicago students think about themselves. Cameron is an example of what many students are undoubtedly thinking; they believe that qualities like elegance and sophistication are not available to them! they believe that the negative events in the world around them are what defines them. <br /><br>
Now, I don't know that the waltz is going to be Cameron's favorite dance. But by participating in this program, Cameron is going to get to go to our Dance-Off... an event we purposely make as elegant as possible, from the beautiful Chicago Cultural Center location, to the requirement that gentlemen wear dress shoes and ladies wear skirts. And at our Dance-Offs, I have seen an increase in confidence and self-respect in many students; for students I've taught and students I've merely observed. So I told Cameron: "On the day of our competition, I'm going to ask if you still think people in Chicago can't be elegant." I'm betting that he's going to change his mind. <br /><br>
I'm proud to make my mark on the cultural history of Chicago by opening up some doors for Chicago students: inviting them to view themselves a little differently, to view what they're able to do a little differently. I believe that Dancing With Class is changing the culture of Chicago in a positive way, and I feel very privileged to be a part of that. MRhymehttp://www.blogger.com/profile/14115759221340371037noreply@blogger.com1tag:blogger.com,1999:blog-434276769398688321.post-80890695061787841802013-03-24T22:16:00.001-07:002013-03-24T22:16:29.946-07:00Field Trip Into the Minds of the Students.Four weeks into Dancing with Class Core Program I had the students give me feedback on how it is going so far. I asked a few questions and here is what they had to say:<br />
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Brenda: What has been the most challenging thing about the program?<br />
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Wiam: Dancing with a partner because I have never danced with someone before. The "closed-hand position" is the most challenging. (The majority of the class agreed with his response).<br />
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Brenda:What is the best thing?<br />
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Emilia: The best thing is learning new moves and having fun!<br />
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Brenda: What is your signature move (the one move you feel you do best)?<br />
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Damian: The boogie walks aka "walking it out".<br />
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Brenda: What are you most excited about?<br />
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Wiam: Learning how to dance so I can dance at my family's parties.<br />
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Brenda: What do you believe makes a good dancer?<br />
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Adilene: "You know you are a good dancer when you have rhythm in your blood and you have the music in your heart." Not being shy also helps.<br />
Alexis: A lot of practice.<br />
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It is very typical for fifth and sixth graders to feel uncomfortable dancing with their peers particularly in closed-hand position. However, week by week it is apparent how this feeling lessens as they start viewing each other as a team. I love that the students realize that this will go past this program and the competiton. This not only regards the moves but also the respect and etiquette in social dancing such as the proper way to ask someone to dance. What better way than to share this knowledge and put it to practice with one's peers and family?!<br />
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The last answer moved me. I was so excited to read this and I loved it so much that it is hanging on my fridge. I could not agree more with Adilene. A good dancer is more than just having the right steps and technique. It is about the passion and the love for dance, about following the rhythm and music within! And of course not being shy and tons of practice do help!! :) It reminded me of one of my favorite quotes.<br />
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<span style="background-color: white; color: #181818; font-family: georgia, serif; font-size: 14px; line-height: 18px;">“Nobody cares if you can't dance well. Just get up and dance. Great dancers are great because of their passion.” </span><br style="background-color: white; color: #181818; font-family: georgia, serif; font-size: 14px; line-height: 18px;" /><span style="background-color: white; color: #181818; font-family: georgia, serif; font-size: 14px; line-height: 18px;">― </span><a href="http://www.goodreads.com/author/show/47790.Martha_Graham" style="background-color: white; color: #666600; font-family: georgia, serif; font-size: 14px; line-height: 18px; text-decoration: initial;" target="_blank">Martha Graham</a><br />
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* Answers were from one classroom from the Back of the Yards Program 2013. Only a few answers were selected.Brenda Zepedahttp://www.blogger.com/profile/09538682169736351715noreply@blogger.com0tag:blogger.com,1999:blog-434276769398688321.post-7013482924370710112013-03-05T13:13:00.001-08:002013-03-05T13:13:25.333-08:00Dance as TherapyAs some of you know, in addition to teaching through Dancing with Class and at May I Have This Dance, I am a student nurse. For one of my classes I had to do a report on a Complimentary Alternative Therapy. Naturally, I chose Dance Therapy. Sorry for such a long blog, but this is a topic that I find fascinating.<br />
I learned that Movement/Dance Therapy has a great many benefits. It is effective for individuals with developmental, medical, social, physical and psychological impairments. I found it interesting that this therapy can be especially helpful for those with Post Traumatic Stress Disorder. Movement/Dance Therapy helps when someone's experience is so traumatic they can't talk about
it; it has the potential to access emotions and issues that may be
inaccessible in verbal therapy.<br />
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I am clearly in a unique position to report on the benefits of dance because I have all of my fellow instructors experiences, as well as my own. None of us are certified Movement/Dance Therapists but we have all seen the benefits of dance. Here are some of the things that I learned from other Dancing with Class instructors:<br />
Rachel Singer spoke with me at length about a workshop she took with Dance for Parkinson's Disease (<a href="http://danceforparkinsons.org/">http://danceforparkinsons.org/</a>). She told me about one man who couldn't raise his arms much higher than parallel to the ground. However, after a few months of dance he was able to reach for the sky. Some other patients found that their tremors would often decrease or even temporarily disappear during and after class, sometimes giving them relief for 1 or 2 weeks!! Here is a quote from Rachel that I liked a lot, "Dance and movement is a way for them (Parkinson's patients) to escape; but to escape through the thing that challenges them the most."<br />
Nicole Gifford told me about her experience teaching a dance class to widows and widowers. She was able to help them remember joyful thoughts that not only gave them a temporary escape, but also gave them something to look forward to in their lives. They then brought these thoughts to life by enacting them physically through dance.<br />
Dawn reminded me of students who have used dance to mend their bodies and minds. With a doctor's consent, these students saw much faster recovery from physically problems and surgeries like shoulder and hip ailments. Their doctors were impressed with the speed of their recovery. Other students have used dance to get over a bad break-up or divorce.<br />
Personally I have worked with autistic and blind children. It was so
fulfilling to see the caring showed by the other students when dancing
with the autistic or blind children. It was clear to me that the other
students were sweet and sensitive but their other classes did not give
them the opportunity to share this side of themselves.Additionally, I have seen children who dislike gym class and sports embrace dance. Their faces light up when they find this physical activity in which they are able to excel. <br />
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Movement/Dance Therapy is used as a Complimentary Alternative Therapy for many illnesses including Alzheimer's disease, dementia, autism, PTSD, depression, eating disorders, rape victims and survivors of sexual abuse and incest. It is also helpful for those with chronic and life threatening illnesses such as cancer to help deal with pain, fear of death and changes in body image. This therapy can be utilized to aid the deaf, blind, physically handicapped, mental retardation and learning disabilities. It is even helpful for those confined to wheelchairs. And health insurance may cover some or all costs.<br />
If you're interested in learning more about Movement/Dance Therapy check out the American Dance Therapy Association at<a href="http://www.adta.org/"> http://www.adta.org/</a>Unknownnoreply@blogger.com2