Final Research Papers
1
21 November 2022
Dance in the Classroom
Lauren Tierney
Everyone can dance. Growing up in a strict dance studio, I was introduced to the idea of the “prima ballerina.” Tall, slender, and flexible, she was the image of what every young girl, dreaming of being a professional dancer, strove to achieve. However, as dance pervades into our social circles through social media, society is beginning to recognize the importance of dance. In this course, we introduced the concept of incorporating dance lessons into the regular school curriculum. While more traditional educationalists may scoff at the idea of including dance alongside reading and math, the testimonials shared with us by dance teachers within public schools showcase the power of dance in the lives of young students. In this paper, I will further develop this concept by exploring the ways in which dance and movement can benefit students physically, mentally, and socially.
The most prominent benefit from dance is on the physical body. For able-bodied students, dance presents a means of becoming more connected and grounded within one’s physical states and motion. Students learn how to control their actions and how to express their emotions. Simply put, students become more active and healthier. But how do these benefits translate to those students with disabilities, who may not be able to leap and spin across the classroom floor? The video I was most moved by in this course showed the impact of dance movement therapy for children with movement and neurological disorders. As a child’s brain develops, it maintains a degree of plasticity, allowing it to be molded by external influences. One of the major determinants of brain growth is brain-derived neurotrophic factors which is crucial for neurogenesis, the development of new neurons. Consequently, exercise, such as dance, has been shown to promote the release of brain-derived neurotrophic factors which exert their impact mainly upon the cerebellum and hippocampus (Rupert 2022). The cerebellar region is responsible for coordination of movement and balance; therefore, improving synaptic connections through dance may support students as they work to regain control over their muscles. The hippocampal region is responsible for memory and learning; thus, introducing dance into a learning environment may support students in their other studies. Overall, dancing in the classroom can be used to unify students regardless of their physical capabilities while supporting each student at their own level.
Beyond the apparent physical aspects, dance also confers intellectual and mental benefits to students. In the classroom, many young students may be distracted by lapses in their attention span or struggles with hyperactivity. By employing dance movement therapy sessions within preschool special education populations, researchers noted improvement not only in muscle strength and balance but also reduction of maladaptive behavior which allowed students to actively engage in their lessons (Takahashi et al. 2022). In this sense, dance lessons may be used as one of the “Brain Breaks” we discussed in class. Sitting through long lessons with only short lunch or recess breaks may cause students to become restless. This is especially pronounced in students with intellectual disabilities. By providing the opportunity for the young students to engage in dance lessons in between their math and science lessons, the students will have a break from listening and a chance to utilize their creativity. Furthermore, this will lessen the gap between students of different mental capacities by providing support for those who are unable to sit still through a whole day of lessons. By incorporating dance into the classroom, teachers not only produce a more well-behaved class, but they also support their students’ need for a brain break.
Finally, dance has the capacity to improve students’ ability to interact socially with their peers. Students within the Autism Spectrum Disorder may find it difficult to interact successfully with their peers due to their behavioral and social challenges, and thus they experience a decline in their well-being. One beneficial intervention is dance movement therapy which allows students to gain control over their bodies and to develop non-verbal expressions of emotions (Aithal et al. 2021). Students who are non-verbal may experience excessive anxiety when interacting with their peers because they feel they do not belong or do not know exactly what they should be doing. By providing students with an alternative means of interacting, dance allows students to develop connections with their peers and to feel more involved in these lessons.
Dance should be a part of the basic school curriculum. Students would be exposed to exercise within these lessons which not only boosts the neurological functioning of students who may be impaired but also supports good learning habits. Students would also be provided a mental break from the school day to prepare students of varying intellectual levels for the next set of lessons. Students would finally learn valuable social skills to engage freely with their peers inside and outside the classroom. But most importantly, dance is a motivator for young students. Dance confers the benefits of various other therapies in a format directly targeted at children by being playful, creative, and entertaining.
Works Cited
Aithal, Supritha, et al. “A Dance Movement Psychotherapy Intervention for the Wellbeing of
Children With an Autism Spectrum Disorder: A Pilot Intervention Study.” Frontiers in
Psychology. Jul. 2021. https://www.frontiersin.org/articles/10.3389/fpsyg.
2021.588418/full.
Rupert, Anna. “Dance Movement Therapy for Neurological Development in Ages 0-3: A Critical
Review of the Literature.” Digital Commons @ Lesley University. May. 2022.
https://digitalcommons.lesley.edu/cgi/viewcontent.cgi?article=1640&context=expressive_theses.
Takahashi, Hideki, et al. “Effectiveness of Dance/Movement Therapy Intervention for Children
with Intellectual Disability at an Early Childhood Special Education Preschool.” Springer
Link. May. 2022. https://link.springer.com/article/10.1007/s10465-022-09356-
2
11/21/22
The Connection Between Dance and Emotion
Lexi Zisselma
The origin of dance has been traced back to more than 9,000 years ago, back to modern-day India, in which cave paintings depicted dancing and the use of instruments. This discovery led people to believe that dance was forming across the globe; countries including Greece, Egypt, Italy and many more used this form of art to develop traditional dances that are still taught today. The rich history of dance has shaped the way people express themselves and interact with other human beings. Dance acts as the nonverbal form to convey messages and tell a story to your audience. Whether you design the choreography yourself or within a group, “audiences naturally read emotion and feeling when watching someone move on the stage” (Bella Vida, 2020). There has been a recent shift to promote dance education in elementary, middle and high schools as children conceal their worries and have a fear of revealing feelings under the surface. Therefore, creating a safe space for children during a designated time throughout their day has shown to increase emotional awareness and ease stressors.
One activity, dance, has proven to help children build social-emotional learning skills. While kids may think it is acceptable to bury their feelings, psychologist recommended that expressing one’s emotions is healthier for the individual (Study International, 2019). Being authentic in dance enables the performer to connect to others and prevents the notion of being closed off. According to Margret Toppen, Founder and CEO of EduMotion, “ kids learn how to express their emotions and watch how their peers perform, which allows them to identify emotions in others so they can become more empathetic” (Study International, 2019). An activity that teachers can use to promote expression is to having the children select a color scarf from the pile. Each color will correlate to a different emotion and students will create a movement to exhibit the assigned feeling. Thereafter, the children will present the movement to the class and their peers will guess the emotion of the student. The idea of this game came to mind as one of my classmates, Haley, designed a similar activity for her mini class lesson, which I thought was a great idea since it combined expression and movement. Dancing allows children to blow off steam in a fun-filled engaging way.
Other dance forms including yoga and meditation can aid with expression through movement and relaxation techniques. For my final project, I decided to focus on generating an inclusive and safe environment where students can detox from stress without any disruptions. I developed objectives and competencies for my lesson in order to establish a clear structure for the class. Yoga and meditation improve children mentally by boosting self-esteem and classroom behavior. A few of my peers and I directed our lesson toward yoga because we believed it was an enjoyable way to remove stress and relax for a period of time. All of our class activities were similar because we exhibited our emotions through various yoga poses. Some groups were able to create their own pose and promote its meaning. Frequent meditation enables kids to feel comfortable in their own skin and develop a sense of strength. As stated in The Activity Hero Blog, “yoga helps children to regulate their emotions, teaches them how their body and mind works, and how to handle stress and anxiety” (Nikanorov, 2018). Yoga and meditation are two dance forms that can benefit children when they want to relieve stress and voice their mood.
Emotions are embedded in one’s body; therefore, the way someone feels affects the movements they choose. Over time, dancers grow and begin to assign a purpose to their steps in which they associate various moods toward. By motivating children to let themselves loose and move to the beat of the music, they are more likely to express their current feelings whether it is happiness, fear, anger and many more. Incorporating fun class activities into each lesson is beneficial because students can move freely in a safe environment and collaborate with other students. Both yoga and meditation exercises are essential for children to relax and remove any stressors. Regardless of what people believe encompasses dance, it is an art form that facilitates expression and being true to oneself.
References
Web sites, e-sources
Bella Diva. (2020). Expressing Your Feelings Through Dance. Bella Diva World Dance. Retrieved November 21, 2022, from https://belladivadance.com/expressing-your-feelings-through-dance/
Nikanorov, N. (2018, March 3). Benefits of Yoga and Meditation for Children. The Activity Hero Blog. https://blog.activityhero.com/benefits-of-yoga-and-meditation-for-children/
Rookie Road. (2017). History of Dance. Rookie Road. Retrieved November 21, 2022, from https://www.rookieroad.com/dance/history/
Study International. (2019, October 10). How Dancing develops social-emotional learning skills in Young students. Study International. Retrieved November 21, 2022, from https://www.studyinternational.com/news/dancing-social-emotional-learning-kids/
Vafabakhsh, N. C. (2021, October 28). Kids and Stress: How Yoga and Meditation Can Help. Orlando Health. Retrieved November 21, 2022, from https://www.orlandohealth.com/content-hub/kids-and-stress-how-yoga-and-meditation-can-help
3
11/21/22
Increased Pro-social Action
Sierra Maziur
There are many aspects of dance education that are crucial to have success in the classroom, but I believe Brain Breaks is a concept that is very important for any type of learning and can effectively apply to dance classes especially. Throughout this essay, I will discuss the concept of Brain Breaks, how they are beneficial to dance education, and my thoughts about how I will apply Brain Breaks whenever I teach dance classes.
I was first exposed to Brain Breaks in this class when we discussed the MindUP program. I thought this program was very interesting and enlightening, as their website discusses how their evidence-based program has been shown to increase prosocial actions and decrease aggressive behaviors, which ultimately leads to an optimistic classroom setting. Brain Breaks can vary; it really depends on what each teacher wants their students to do, but all are productive in their own way. For example, some dance teachers might incorporate a Brain Break activity where the students lay on the ground for five minutes with the lights off, and just breathe, empty their minds of all negative thoughts, and listen to the soothing, quiet music in the background. This is a type of Brain Break my dance teachers used, back when I did competitive dancing as a child.
We would end ballet classes exactly like the description I just mentioned, and we would do breathing exercises too. Since I was young when doing this activity, I never really realized how beneficial those last five minutes of class were until I learned about Brain Breaks. It was nice to reflect on my childhood and recognize how beneficial Brain Breaks were for me as a dancer. I remember looking forward to a relaxing reset before my next class, and therefore would push myself to do my best during class, since I knew there would be a reward for my hard work at the end.
Another type of Brain Break I read from an article mentioned using the game Just Dance. This was an interesting read, as I loved playing Just Dance as a kid (and still do!), but I never thought it would be utilized in a dance classroom setting. Just Dance Brain Breaks can be used as a stress reliever, while also helping kids burn off excess energy they may have throughout the day. This is a great type of Brain Break because the children will just view it as a fun game that they are doing with their friends, all the while immensely benefiting from this Brain Break.
Brain Breaks are beneficial for dance education because these kinds of activities allow children to move and release their bodies after periods of concentration and stillness. It gives children the chance to express themselves and explore their bodies and minds in a way that will help them retain focus, while also helping them relieve any stress during dance class. That way, children can view dance as a stress-free environment, which ultimately would make children feel more comfortable expressing themselves and feel more excited to go to dance class. Brain Breaks are important because they allow children to reset and refocus, which is crucial for dance classes; dancers must be focused during class, and exhaustion can set in quickly, which is why it is crucial to utilize Brain Breaks so dancers can have a break and be ready to continue with class afterwards.
Movement is important for enhancing the brain’s ability to pay attention, and so Brain Breaks are important as they allow children to learn more effectively. The best part of Brain Breaks is it is an enjoyable, productive activity that also energizes student’s minds. Brain Breaks build confidence in dancers because they focus on what dancers can do, not what they can’t do, and because of this, dancers will also look forward to Brain Breaks. They know it is a time during rehearsal where they can showcase their skills; a perfect way to get back in the right mindset.
I am excited to utilize Brain Breaks in the future, whenever I teach a dance class. During this class, my group and I came up with a holistic program for a dance class, and we incorporated Brain Break activities into it. We decided on a mindfulness pre and post-dance break, meaning the dancers will start and end class with different Brain Breaks each time. We also included having students journal what they have improved on and what they still need to work on. I think this journaling activity is perfect to have students do after Brain Breaks, because that way, my students will be in a positive, healthy mindset and will accurately reflect on their strengths and weaknesses. Being in a positive mindset while dancing is crucial to embrace one’s weaknesses and acknowledge their strengths to improve in the healthiest, most productive way. I think what we came up with would be very beneficial for children of all ages, and I am excited to use the knowledge gained from this class in my future experiences.
I have learned about many important concepts throughout this class, but Brain Breaks was the concept that really stuck with me. The possibilities for Brain Breaks are endless and can be used in whatever way the dance instructor feels are best for their students, and they are beneficial for all students as being a stress reliever while also improving focusing during class. Brain Breaks are simple but effective, and I am excited to use what I learned about Brain Breaks in the future, whether it is during my dance classes I teach, or just for my own personal benefit to use whenever I need a mental reset.
Citations:
Kym. “Dance Brain Breaks for Primary Classrooms |.” | Creative Dance Teaching Ideas and Resources, 4 Mar. 2022, https://danceteachingideas.com/dance-brain-breaks-for-primary-classrooms/.
Kym. “Dance Brain Breaks for Primary Classrooms |.” | Creative Dance Teaching Ideas and Resources, 4 Mar. 2022, https://danceteachingideas.com/dance-brain-breaks-for-primary-classrooms/.
“Just Dance Brain Breaks to Energize Students: Student-Centered World.” Student, 12 Apr. 2022, https://www.studentcenteredworld.com/just-dance-brain-breaks/.
4
11/21/22
Mindfulness: Maintaining Meaningful Connections
Madison Mutzman
After a series of classes, lectures and readings, many aspects of teaching dance have proven to be extremely beneficial for students and their learning habits. One aspect that is of most importance to myself and students is the process of mindfulness. According to John Kabat-Zinn, a meditation practitioner, mindfulness brings attention to the present through non-judgemental thinking. This concept can be utilized in practically every career field. Mindfulness is key to helping students and really anyone maintain meaningful connections and in tune with themselves while still learning more efficiently. Throughout this paper it will be made clear how mindfulness is important to student learning, mental health, and for connection between people.
As humans we are constantly learning and being the “student” in different settings. Depending on the situation, the learning that is being done varies in intensity, knowledge, and stress. Mindfulness has been around for a while, but in terms of education and teaching practices it is very new. While some students can naturally be mindful and practice the concept, certain fields require the practice to be taught.
In dance education, mindfulness is taught to the students as a way to help them process different movements in the moment and feel free to do what they please without any judgment. Based on a study conducted in New Zealand, students reported feeling more focused and centered on the material but also capable of handling stressful situations better when learning mindfulness (Mapel, 2012). This is important because dance requires students to be focused and be able to deal with stressful situations as depending on the class dance can create stressful conditions.
Mindfulness can also aid in various mental health aspects in terms of teaching. As mentioned, dance can elicit stressful situations and with mindfulness teachings it helps students to manage these conditions and their stress. Stress is a common form of mental health that many students and people experience in life. By learning mindfulness, teachers can help reduce a child’s anxiety about a particular situation which can lead to less stress. Even mindfulness based stress reduction programs have been created and proven to help minimize stress through learning how to be mindful (Willard, 2015).
Lastly, mindfulness aids in creating a connection between teacher and student. Relationships amongst humans are important for success and mindfulness can help with that. Mindfulness practices and teachings show that we are all connected whether that is through emotions or physical existence in the world (Weave the People, 2018). As we learned in class, relationships with others are important and if we are mindful of each other it makes a stronger connection. MindUp is a program that teachers, people, and organizations can participate in to provide teachings on how to practice mindfulness in a real life setting and its importance towards forming relationships. Through the video we watched in class and with the lessons we learned, we can see that MindUp has made an impact on the way mindfulness is taught and how it shapes our lives.
Overall, I have learned that mindfulness is
important throughout education and really all aspects of life. When we take the
time to think in the present without the fear of judgment we are able to be
more connected to our current thoughts, emotions, and relationships.
Mindfulness creates a feeling of inter-connectivity with oneself and one's
peers. Dance allows one to connect through movement and mindfulness provides
another medium in which one can neurologically process the present and create one's own personal links. As we move forward in society, the concept and
teaching of mindfulness is vital to ensuring that our children understand how
to form long term meaningful relationships, regulate their stress and other
emotions, and be mindful of their work and surroundings.
Bibliography
Mapel, Tim. "Mindfulness and Education: Students' Experience of Learning Mindfulness in
a Tertiary Classroom."New Zealand Journal of EducationalStudies47.1 (2012):
19-32.ProQuest.Web. 21 Nov. 2022.
People, Weave the. “How Mindfulness Helps Us Connect.”Weave The People, 1 Dec.
2018,https://weavethepeople.com/wisdomposts/mindfulness-helps-us-connect/
Staff, Mindful. “Jon Kabat-Zinn: Defining Mindfulness.”Mindful, 25 Jan. 2022,
https://www.mindful.org/jon-kabat-zinn-defining-mindfulness/
Teaching Mindfulness Skills to Kids and Teens, editedby Christopher Willard, and Amy
Saltzman, Guilford Publications, 2015.ProQuest EbookCentral,
https://ebookcentral.proquest.com/lib/miami/detail.action?docID=2067415.
5
November, 21 ,2022
Non-Traditional Teaching Method
Jasmine Morales
Creative dance is considered a non-traditional teaching method by many in the world of dance. Creative dance can be argued to be a vital teaching style to not only children but all ages to generate comfort in improvisation and tune into their imagination. However, the creative dance approach also has benefits when it comes to evolving a healthy relationship between the dancer and their body. There is extensive research on how certain dance styles such as Ballet can cause students to forge mental or eating disorders due to the pressures of fitting into a certain mold created by society. Throughout this paper, I will be focusing on the psychological benefits the creative dance approach has on dancers or those who focus on this teaching style.
The creative dance method focuses on dominating the artistry of the body and movement, allowing its students to focus less on the epitome of technique in one dance style. It allows a dancer to find what makes their movement unique and their form of expression. As dancers hone these skills they must move in different shapes, directions, levels, and rhythms causing them to become relaxed in their bodies. When one moves one's body the perception of one's body changes, whether one is elongating one's body by stretching in different directions or shortening it to create defined and small movements (Lewis,1). Dancers are constantly tapping into their neocortex which is in charge of various sensory perceptions affecting how dancers form body image or the idea of it. The movement itself provides information to one's brain about the connection among body parts and self-awareness (DASCH,3). The more somebody moves and becomes aware of how they can move, they more they develop a positive influence on self-image and body awareness.
A study shows that a dancer's brain during creative dancing is firing signals to the right hemisphere of the brain and parietal cortex simultaneously. The right hemisphere of the brain is known as the imaginative side of the brain, the more active half of those who tend to be more focused on artistic endeavors such as dance. The parietal cortex induces the body image, and if this region is disrupted it plays a role in the emergence of illnesses such as anorexia and body dysphoria. This forms an association between the improvement of self-esteem and self-evaluation of one's body during creative dancing (DASCH,2). As a dancer becomes more comfortable with moving freely they become less likely to criticize their body because creative dance is not heavily structured. Instead, it gives the dancer an opportunity to express and connect with the mind and body unlike many styles of dance. Studies have shown that styles such as Ballet, Jazz, and modern dance do not cause substantial improvements in body image due to their strict structure and movements.
There is freedom in the body's movement in creative dance but most importantly there are no mistakes in this teaching style (Boas,2). Therefore, students do not feel limited in their range of movement but it also allows those who may not be technically or professionally trained in dance to participate as well. It is a common fear in dancers to be compared to other performers by their dance professors - it becomes a force of habit over time for the dancers themselves to compare themselves to their peers. This fear is developed as the dancers age over time, hence; why implementing creative dance at a young age could seriously have a positive impact on a child's body image and self-esteem as they grow (Lewis,4). It will allow them to be comfortable with their body images from a fairly young age and avoid developing the habit of constant comparison to others in and outside of dance. Participating in a creative dance class at an older age reteaches someone's brain how to view their body as well as provides the participants with new knowledge on how their bodies move, focusing on what they can do instead of their limits.
Creative dance not only allows for the mind to wander into different realms of imagination and mindfulness but it also is therapeutic to young or older minds. It allows everyone to freely move and appreciate what their bodies can do instead of condemning themselves on a daily basis. This teaching style is not only a release for dancers but can also be used as a form of therapy for those struggling with body dysphoria, anxiety, anorexia, and many other disorders. When it came to creative dancing, it allowed me to remember why I began to dance and the deep love I have for it instead of constantly focusing on what my body has confined me to do when it comes to leaps, turns, or styles. It brought out the joy I once felt when I danced, when I was not worried about how I looked, but instead focused on how my body and mind felt. The creative dance approach can allow many dancers and non-dancers to learn to appreciate their bodies. I strongly believe it should be a style of dance that should be implemented at every age.
References
Boas, Franziska. “Psychological Aspects in the Practice and Teaching of Creative Dance.”
The Journal of Aesthetics and Art Criticism, vol.2, no. 7, 1942, pp. 3–20.JSTOR,
https://doi.org/10.2307/426407. Accessed 21 Nov. 2022.
DASCH, C. S. (1978) Relation of dance skills to body cathexis and locus of control
orientation. Percepfual ond Motor Skills, 46. 465-466.
Lewis, R. N., & Scannell, E. D. (1995). Relationship of Body Image and Creative Dance Movement. Perceptual and Motor Skills, 81(1), 155–160.
https://doi.org/10.2466/pms.1995.81.1.155
YouTube. (2013, July 22).Creativedance - Children'sCreative Dance & Movement.
YouTube. Retrieved November 21, 2022, from
https://www.youtube.com/watch?v=Jyp9qoRBfh0&feature=emb_logo
6
November 27, 2022
Breaks' Calming Nature
Sophia Sturek
One thing that we have learned about in class this semester that I have enjoyed is brain breaks. This is also something I had never heard of being used in dance education, and I did not realize it’s importance. Brain breaks allow the brain (and student) to rest or chill out for a short time during a class to, basically, revive them and keep them focused afterwards, as well as content or happy. A brain break can be a fun activity, a breathing exercise, quiet time, or really anything that will help students reset. They should occur before the students start to feel bored, fatigued, or distracted, which the time when that starts will vary based on age group and the intensity of the dance class (Terada). So, for younger kids, this may be every 15 minutes, but for older kids, it may be closer to 30 or 40 minutes (Terada). Brain breaks also don’t have to disrupt the flow of class or last very long, simply a few minutes will often suffice (Terada).
There is also a lot of science to support the effectiveness of brain breaks. Taking a brain break to do an activity such as breathing exercises in the middle of a ballet class will mobilize different networks within the brain. To learn and understand new information, it has to pass through the part of our brains known as the amygdala to eventually reach the prefrontal cortex (Willis). When a student reaches a point of stress during class, where they start to get bored or distracted, there is a surge in the amygdala and the information being taught and learned no longer advances to the prefrontal cortex to become a memory (Willis). Brain breaks assist in restoring the state of the amygdala so that it can successfully process and covert new information to memory (Willis). So, taking a break to do the breathing exercises during ballet class for a few minutes will then allow students to process information just as well as they did at the start of class, even after becoming a bit fatigued or overwhelmed.
We practice brain breaks a few times during class and many times during our mini lessons in the past few weeks. This is something I never experienced in my competitive dance training and high school dance team practices growing up. In my experience now, brain breaks certainly allow for a sense of calm and relaxation, which is revitalizing, especially, I can imagine, for a high intensity class or long hours of dancing. I would also think that brain breaks allow a reset for instructors as well. During these activities, students likely don’t need as much instruction, guidance, or supervision, and could allow for their brain to go through a similar process as the students’. This time also allows the instructors to organize their thoughts and class, prepare for what is to come next, and take a short break. I definitely experienced this while teaching my mini lesson, in which we began with a breathing exercise and ended with a bit of meditation and thought. Though these weren’t necessarily “breaks,” they still had the calming nature, especially having taken another lesson prior to mine, and I felt a bit more prepared to teach the class for the first time.
When you think about it, brain breaks during class are a shorter equivalent of other things we hear about often nowadays such as going on a mental health walk, taking a study break, or doing exercises to ward off anxiety. People do these things to reset, take their mind off something, and do better work: exactly the reason brain breaks should be taken in class. In fact, these are things I do in my daily life and have seen good results, so it is interesting to think about how taking a break during class is not as widely recognized or seen as necessary. To summarize, brain breaks are vital in keeping focus and to allow for the best learning experience possible.
Works Cited
Terada, Youki. “Research-Tested Benefits of Breaks.” Edutopia, George Lucas Educational Foundation, 9 Mar. 2018, https://www.edutopia.org/article/research-tested-benefits-breaks/.
Willis, Judy. “Using Brain Breaks to Restore Students' Focus.” Edutopia, George Lucas Educational Foundation, 7 Dec. 2016, https://www.edutopia.org/article/brain-breaks-restore-student-focus-judy-willis.
7
11/21/2022
Gaining Something Worthwhile
Jordan Hannah
Dance Education is a topic I’ve recently begun to feel passionate about ever since I’ve joined this class. I never felt like I would be passionate about teaching dance, and at one point in my life didn’t even believe I’d be equipped to do so. The purpose of Dance Education is to foster learning, engage students in something they love, and inspire them to reach their full potential creatively and expressively. Through different teaching techniques I learned in class, personal teaching experiences, and sources of inspiration I have fostered a new part of myself and my dance journey with a love for teaching.
Beginning the class in August, I was very timid and nervous. I had a few opportunities
to
teach as a member of my high school dance team , but that was just
based around choreography and movement. The first
week I joined the class, I began learning about fundamentals of teaching dance education. Creating an objective for my class was
probably the most interesting part of this process considering I’ve never been a teacher before,
so this allowed me to develop confidence. An
objective is the most important part, according to MCS Durham. The objective is not just to teach a class and get paid, but to also allow children
to gain something worthwhile. MCS Durham later states, “Learning, thought, creativity, and intelligence don’t just come from the brain alone, but from the entire body."
Movement combinations increase memory, order, and sequencing skills. Creating dances also increases self-esteem which is very important to learning.” Learning things like this allowed me to see dance education holistically and made me that more passionate about it, as the things I’d teach to K-12 students would help them develop as people in the future. Learning dance education skills through Professor Morejon also helped me learn how I would want to run a dance studio. With daily lessons and expertise from him, I learned that there are areas for exploration and discovery in my dance studio. I learned that I prefer practical lessons where students can actually interact with the topics being studied. In order to best satisfy my students' needs, I would continue to get to know them not only in the classroom, but outside of it as well.
Along with their cognitive growth, I want to pay attention to how they are feeling emotionally and socially because these are equally important for learning to take place. Positive attitudes are more likely to be present in students who are inspired and motivated to learn. Through discussion boards and secondary sources cited below on behalf of Professor Morejon, I learned that as a dance professional, I have to make a lot of effort to encourage student motivation by allowing them the freedom to explore their interests outside of the classroom.
Today, of course it’s still hard to not let my mind take over, but I feel I’ve finally become comfortable in my teaching and expression for dance education.. The people around me this past semester have allowed me to express myself and not only supported me but pushed me positively, something that stopped me from reaching my full potential years before. Going through so many changes this semester gave me the opportunity to do something that I love, something that many people don’t get the chance to do. I can confidently say that I learned the holistic way to teach dance education to promote well rounded learning and development for years to come. With this new passion I've developed for dance education, I hope to find a career where I can teach dance education and the importance of it to future generations of professional athletes.
8
24 November 2022
Methods of Instructions
Kemeria Baraso
Teaching alone is a demanding task and thus requires much commitment. When teaching dance specifically, it requires instructors to set a precedent for what the class will entail throughout its duration. This calls for the need to implement a systematic pedagogy for which the class will operate. One of two methods of instruction is often utilized on which the basis of the class will function. Namely, the teacher-centered approach or the student-centered approach. The student-centered approach takes precedence over its counterpart as it prioritizes the student by making accommodations to provide the optimal learning experience, more of which we will scrutinize throughout this essay.
The teacher-center approach adheres to a pre-set method of teaching which single-handedly takes one approach to reach the desired goal (Becca, 2017). This cultivates a limited and biased learning environment as it fails to accommodate each student's unique learning style. On the contrary, the student-centered instructor structures the class to enact various teaching styles so students are able to engage and participate through the style most suitable for them. For example, an instructor that bases the class on the teacher-centered class would limit their instruction to visual learning by solely physically demonstrating how to execute a piece of choreography whereas an instructor adhering to the student-based approach would simultaneously offer visual, auditory, and kinesthetic styles to teach the same choreography.
The visual aspect will allow students to see the choreography whether live or through videos. The auditory will accompany the visuals and provide verbal details and techniques to further a student's understanding. Lastly, the kinesthetic aspect will allow the students to practice the choreography and any props necessary to reinforce muscle memory (Becca, 2017). The implementation of the various learning styles simultaneously through one's instruction is vital as it allows students the opportunity to engage in a meaningful, well-rounded, and beneficial learning experience.
Furthermore, research supports the student-centered method over its counterpart after conducting a dance study which yielded a greater increase in high school students' technical skills. The study recognized teacher-centered instruction is a historical practice and challenged its effectiveness by comparing it to the newer modern teaching approach. The study comprised two groups of high school students, a control group and an experimental group to analyze the differences in the pre- and post-performance assessments. Through this comparison, it was made evident the advantage student-center teaching holds as it exhibits a “statistically significant increase in students' technical abilities in both the direct instruction group and the intervention group” (Stiten, 2021). Ultimately reinforcing the preeminence of this approach.
Innovation and creativity are two widely emphasized phenomena in dance. The student-centered approach fosters these two concepts by provoking students to strategically utilize limited resources to convey an innovative story through dance. A primary example of this was seen through Jaclyn Waguespack and her past experience as a Drama and Dance instructor in the school of Arts and Sciences. Having been limited to Ipads for instruction she utilized this sole resource to implement creative freedom to the students. She assigned students to formulate films consisting of 5 requirements: storyboard, choreograph, direct, perform in, and edit their own films.
Although the complexity was limited due to the technology at hand, the students were able to pioneer and compose unique films in collaborative groups to convey a story of choice. Through the practice of exercising freedom, the students were able to critically think and cultivate such intricate film pieces as time progressed throughout the course duration. Waguespack quotes “The amount of depth, not to mention time and effort, shown in these projects was a great testimony to the student’s understanding and learning in this course” exemplifying the effectiveness of her role as a primary figure which fosters learning (Waguespack, 2015). Through this project, the student’s learning was continuously measured through this informal assessment which is a prominent aspect we've explored during our class instruction.
During our in-class study, we’ve explored theoretical foundations to deepen our understanding for future use. Amid we established and postulated the common practice of teacher-centered learning approach within higher education institutes within the US school systems as ineffective for the commonweal of students. However, on the contrary, we collectively favored the student-centered approach and have implemented this strategy to reap its many benefits such as enhancing students’ innovation/creativity, ability to utilize different methods of instruction, and fostering information retention all of which is supported through external sources through this essay.
References
Anonymous. (2015, June 10). Innovative Opportunities for Student-Centered Dance Teaching: Jaclyn Waguespack – Teaching@Tufts. https://sites.tufts.edu/teaching/2015/06/10/innovative-opportunities-for-student-centered-dance-teaching-jaclyn-waguespack/
Becca. (n.d.). Teacher-Centered vs. Student-Centered. BALLET WITH BECCA. https://balletwithbecca.weebly.com/home/teacher-centered-vs-student-centered
Stinson. (2021, July 13). The Impact of Student-Centered Learning through Use of Peer Feedback in the Dance Technique Classroom. Taylor & Francis. https://www.tandfonline.com/doi/abs/10.1080/15290824.2021.1932911
9
November 30, 2022
A Natural Gift for Dance
Alyssa Arroyo
Dance and physical activity are merely seen as an extra-curricular activity or less important that generic academic classes. Yet, many have researched and correlated better test results and overall improvement in class with more time dedicated to dancing or other physical activities. Sir Ken Robinson believes that dance and physical activity should have the same status in schools as math, science, and language. Many shamed Robinson for even researching and coming to his conclusion until they took the time to become educated on his point of view to recognize dance’s importance in education and why it should belong as a predominant educational course yearly.
According to Sir Kenneth Robinson, dance "restores joy and stability in troubled lives and eases the tension in schools that are disrupted by violence and bullying." It also aids in improving test scores. Toni Walker, a former principal of Lehigh Elementary School in Florida, shared her experiences working with Dance Classrooms, a New York City-based nonprofit that introduces ballroom dancing to elementary and middle schools in some of the nation's most difficult school systems. One of Walker's students had a file that was about two inches thick and felt the need to demonstrate her ability to fight. She didn't want to participate in the Dancing Classrooms program, but fortunately for her, Lehigh Elementary School didn't give students the choice. She was unaware she had a natural gift for dance until she started taking classes. She started to carry herself differently as the courses went along, from the way she spoke to how she interacted with others. Everyone saw the difference when she stopped fighting and started acting politely and respectfully. That program provides evidence that even dancing for a few hours a month, whether it's once a week or twice, may significantly improve someone's quality of life, even if many people might not be aware of this.
After just one evaluation, 95% of teachers agreed that dancing together had a positive impact on their students' ability to cooperate and interact. Though it can be done alone, dancing naturally involves interpersonal contact, some more so than others. Sixty six percent of school administrators in Los Angeles reported that there was a rise in acceptance among all students once Dancing Classrooms were implemented, and eighty one percent of kids started treating one another with respect. Many administrators are shocked by the drastic improvements in their students, but this is all due to the inclusion of dancing in their weekly routines, which has also caused 180-degree shifts in the students' attitudes and dispositions.
As a graduate of a performing arts high school, Fiorello H. LaGuardia Highs School of Music & Art and Performing Arts, I can attest firsthand to the benefits of daily dance instruction and how it enhances general education. Despite the fact that my curriculum was more demanding than what Robinson was talking to, it nonetheless had a significant impact on the lives of my classmates and me. The other majors outside dance had to take physical education every day, and I danced for three hours every day. All children in New York City are required to participate in physical activity as part of their statewide baseline curriculum in order to support their academic work and improve learning. Before I went to college, I never really considered the effect that dancing every day had on my life. I can sense the difference in my motivation and mood when I don't dance every day. I had more energy and was more motivated to complete the weeks' worth of assignments and huge examinations after attending dance class or rehearsals, especially around finals or midterms.
I believe it is safe to say, more people need to view dance as a necessary practice in sustaining a healthy work balance. Dance has played a crucial role in many lives unknowingly. It has provided stability and a better social life for many students.
References
Why dance is just as important as math in school. TED. (2018, April 2). Retrieved December 2, 2022, from https://blog.ed.ted.com/2018/04/02/why-dance-is-just-as-important-as-math-in-school/
10
29 Nov 2022
Simply Be Themselves
Haley Traub
Life can be overwhelming for children. They go to school for eight hours a day where there is an emphasis on perfection in math, science, technology and English. They have after school activities that range from sports to theater. During this time, they are also juggling social interactions, family relationships and self esteem revelations. It is no wonder that just in 2020 alone, 5.6 million kids (9.2%) had been diagnosed with anxiety problems and 2.4 million (4.0%) had been diagnosed with depression (Osorio, Aubrianna). Children who are students need an outlet where they can discover who they are, get a mental break from trying to be perfect and simply be themselves.
This is why dance movement therapy, the psychotherapeutic use of movement to promote emotional, social, cognitive, and physical integration of the individual, for the purpose of improving health and well-being, is very important for students with anxiety. Dance movement therapy can help with anxiety in school-children by restoring their mind and body connection, letting them find their true selves and giving them a true mental break from the stressful school day. Dance Movement therapy can restore the mind and body connection of students when integrated into the general curriculum. We are all given a mind and body and how those two interact is important. Jennifer Frank Tantia talked about the connection at the ADTA convention and said:
“Anxiety is a body-mind split that is created in the mind and felt through the body. Dance movement therapy takes that energy and moves it through the body, turning anxiety into excitement and giving it some place to go”(Tantia, Jennifer).
School-Children with anxiety might not always feel in control of situations, however, they are in control of their bodies. Using dance movements as part of dance instruction for students to express how they feel or how to control how they react in a given situation has proven to help with their anxiety. Further, this self control can help school-children cope and learn how to address future situations where they might have elevated anxiety. Many children struggle with self identity and expressing themselves. Dance movement therapy in the classroom can help with this because it challenges students to use their bodies to express their emotions. It can help students express themselves without talking about their feelings.
Dance does not require verbal communication. In this aspect, as stated above, it can be hard to talk about feelings and emotions and it may be easier for students to show through dance what they feel. Further, it teaches children to be in the present and let their worries go away. While being in the present, it allows a dance movement therapist and/or dance teacher to explore issues of self acceptance and identity. Addressing these topics while also teaching students different techniques to help their anxiety can improve a student’s well being, increase self awareness, encourage self expression and calm the nervous system (Sulay, Nikita).
In class, we have talked about programs like MindUp where school-children can take mental breaks throughout the day to keep them energized and have self confidence. We have also talked about how yoga and other calming techniques can have an impact as well. Incorporating small dance breaks can reduce anxiety and depression in children as they learn other subjects. Overall, dance movement therapy, used as a teaching method, can help with a child’s anxiety by restoring the mind body connection, increasing self awareness and self identity and reducing it by having mental breaks throughout the day.
11
12/07/22
Dance and Body Movement
Julia Artieda
During the semester, we learned different dance teaching methods for different ages, illnesses, and conditions. The thing I take with me the most is how dance adapts to every student to helps them express themselves, and how dance has no limitations. Methods of Teaching Dance helped me understand how music and dance could help students' well-being. This semester, I went through a family health situation and noticed how music helped my family deal with that situation. In this Research Paper, I would like to talk about how Dance Education could help students going through depression and anxiety and how learning new movements and expressing feelings with the body relieve feelings and improve mental health and well-being.
Bodily movement is known to have many benefits, including reducing perceived stress, relieving anxiety, decreasing inflammation, and even promoting brain health. In fact, researchers know that most of our daily communication is nonverbal and that traumatic memories are encoded, or stored, in nonverbal parts of the brain. Dance Education emphasizes fostering creativity and adaptability to help students develop greater cognitive flexibility, self-regulation, and self-direction and alleviate chronic anxiety and stress. According to a study done at the beginning of this year, dance education combined with mental health has an ideal effect on the emotional relief of patients with anxiety disorders, especially modern dance and folk dance. Wang (2022) states:
“In the seven dimensions of mental factors, anxiety symptoms of patients in the contemporary dance group, folk dance group, and classical dance group were significantly improved. Introducing dance education has a noticeable effect on patients."
Thus, dancing helps manage anxiety and stress, relieving some physical tension that can affect mental health. The chemical behavior of the brain benefits an optimal state of mind. Kong (2022) says:
“The dance performance is helpful to guide individuals to transfer their negative emotions through action learning, make patients with depression pay attention to the perception of their own internal values and psychological characteristics, and help them improve their mental health” (Kong, 2022).
During this semester we saw how dance, on the mental level, in addition to the benefits already mentioned, improves communication, develops confidence, overcomes fears of showing oneself in front of the public, and also releases endorphins, which are the neurotransmitters responsible for producing pleasure and joy. Dance also becomes a way to combat, deal with and overcome the symptoms of depression. Some studies have observed that people suffering from depression show fewer symptoms and more vitality after dancing. For example, according to a study done by Selcuk University, people doing exercises regularly, moving, and dancing have much better ideational skills when faced with depression and anxiety (Akandere, Demir, 2011). Socially active people through dance, meet and talk to different people, which prevents them from being passive and falling into sad thoughts or feelings. When applied to the classroom, dance reduces stress, improves self-esteem, and helps to better deal with everyday problems.
Dancing helps to manage anxiety by expressing emotions on a bodily level and releasing worries by focusing our attention on the present. The body has a profound influence on the mind. Due to how the body moves when this activity is being carried out, we can say that dancing helps to manage anxiety and any other emotion that blocks us at certain times. A study was done to show how dance intervention has a helpful effect on depression patients results showed that dance and moving decrease depression and anxiety and increase the quality of life and interpersonal and cognitive skills, and dance interventions increase (psycho-)motor skill (Koch, Riege, Tisborn, Biondo, Martin, Beelman, 2019). Therefore, Dance Education allows us, teachers and students, to connect with our inner selves. It allows us to get to know each other through body language as we awake our feelings and emotions. In this way, students going through episodes of depression and anxiety can relief their tension by expressing it through dance and body movement.
References
Akandere, M., & Demir, B. (2011). The Effect of Dance over Depression. Collegium Antropologicum.
Koch, S. C., Riege, R. F., Tisborn, K., Biondo, J., Martin, L., & Beelmann, A. (2019). Effects of dance movement therapy and dance on health-related psychological outcomes. A meta-analysis update. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01806
Kong, S. (2022). ANALYSIS ON THE POSITIVE EFFECT OF DANCE PERFORMANCE ON ALLEVIATING PATIENTS WITH DEPRESSION. Medicinska naklada . Retrieved December 8, 2022.
Wang, fangfang. (2022). EFFECT OF DANCE EDUCATION ON MOOD IMPROVEMENT IN PATIENTS WITH ANXIETY DISORDER. Psychiatria Danubina, 34, 1–8.
12
Dec. 8, 2022
Traditional Dance in Education
Ana Sofia Porras
According to the Dictionary dance can be defined as a series of movements that in general match the speed and the rhythm of a piece of music. At the same time, dancing is taken as a form of “non-verbal communication” that its main goal is to express emotions, ideas, a message, a story among many others. Different dance styles have evolved throughout the years according to the country it is originally from. Indian Classical dance also known as Shastra Devesh is an umbrella term for various performances arts rooted in Hindu musical theatre styles, whose theory can be traced to the Sanskrit text Natya Shastra. Originally from India, this dance style can be associated with being a traditional form of dance style and a spiritual form of dance because of different elements that both represent. Utilizing dance in academics in any shape or form (like Indian classical dance for example) can help children to develop skills that are necessary for learning such as creativity, critical thinking, communication and collaboration, among many others.
For something to be considered traditional it means that it is existing in or as part of a tradition: long-established. In other words, it is the fact and transmission of a long-established custom or belief that has been passed from one generation to another. Many dance styles, like the Indian classical dance fall into that category where the importance of dance being seen as a traditional dance form is relevant for the viewer and the performer. Indian classical dance is a traditional form of dance style. As the author, Janet O’Shea, mentions on the article: “I realized that most performers and viewers agreed on the importance of tradition.” The debate of what constituted tradition emerged during the period from 1923-1950. The author also emphasizes the fact that Indian classical dance is a traditional form of dance because Bharata Natyam was located by devi (an influential figure from the past of the Indian classical dance) in the nineteenth century temple and traditions of South-India and the values that were still present but also reconstructed in the present. She maintained that 20th century modifications improved Bharata Natyam rather than threaten its history because she believed how the modifications rejuvenated the traditional form that had been once degraded by the system
Having said that, Indian classical dance styles are not only considered traditional dance forms, but spiritual dance forms as well. Under the umbrella of spiritual dances, mindfulness falls in. Mindfulness is any thinking, moving, breathing activity where metacognition, or thinking about thinking (and feeling) is brought in. It is actively observing and participating in mental and physical processes. Bharata Natyam has been a dance that was performed only by women, and it has been characterized by the fact that it expresses various themes of Hindu religious and spiritual ideas of Shaktism and Vaishnavism, but while, at the same time, being mindful of such importance. As the author mentions: “the present-day social significance of Bharata Natyam hinged on the religious and courtly function of its predecessor” is rooted in history. The author explains how the fact that the dance has certain roots for it to be considered a spiritual form, makes it part of the Indian culture and civilization. Thus, dance is highly abundant with spirituality and religious quests by the masters. Practicing this type of dance in an educational setting can be beneficial because in one way one is teaching children about a culture, but also pne is training students to respond and react to learning curves and emotions with responsibility and compassion.
We can say that Indian classical dance is a representation of what a traditional and spiritual dance style form can look like. It can be considered a form of dance that can benefit children in an educational setting. On one hand, Indian classical dance is considered to be traditional, because it has been long-established and passed down from one generation to another. The foundation values that characterize the dance form are still present but have been reconstructed (children are learning about a dance but they are also learning about a culture and its origins). On the other hand, Indian classical dance is also a spiritual form of dance because it is derived from myths and legends and has been built up on the glory and hymns of different Gods and Goddesse. The way in which dance is performed when children practice mindfulness maintains a healthy learning state.
Citation
Buckland, Theresa Jill. Dancing from Past to Present: Nation, Culture, Identities. University of Wisconsin Press, 2006.
13
Dec. 9, 2022
Individuality Withing Dancers
Colette Shea
When teaching dance, the most crucial lesson for your students to learn is that their body is their instrument. This concept was something that was taught to me from an early age and I plan to instill it in every student that I teach in the future. As a dancer, it is very easy to get wrapped up in the competition and thrill of tricks and theatrics. Oftentimes, we forget why we began to dance, and how it has shaped us into the dancers we are today. I grew up at a very classical studio that initially prioritized the artistry and technique of dancing.
My status was based on the quality of movement, and how the movement felt so therapeutic, to me and to the audience. I grew up auditioning/performing in productions, not competing in competitions. I was valued for the way I portrayed a story and how simple movements to classical music could become so powerful. This was all I knew. I had not been taught from a young age to focus on tricks and theatrics. I was classically trained as a ballerina and focused on the simple techniques of movements that could portray such a powerful message on stage.
It was not until I reached high school that I began competing. I quickly realized that the priorities were so different and I was no longer dancing for myself. As much as I loved competing, and still do, the focus went from performing and entertaining to perfection and pleasing the judges. It became all about the win. I competed for years and truly loved it, I loved the adrenaline rush during awards and the insane support from your team and coaches. However, a part of me was always drawn back to the classical performance side of my childhood.
Competitive dance brought out a fiery side of me that strived for perfection, it gave me the rush of competition energy. Performance dance made me feel a way that I never had before. The simple, technical movements, full of beautiful extensions, and artistry carried my dance throughout every step. “No two dancers are alike. The pieces of a great dancer’spuzzle fit well together because they have spent much time and energy shaping each piece.” This statement was made by Nichelle Suzanne, author ofWhat is Artistry and How Do I DevelopIt?.
This line continues to express the idea that individuality within dancers is vital and comparing two dancers will only do harm.In my classical dance experience without competition, each performance was magic, and it made me feel more connected to dance than I ever had been before. As stated by the studio owner of Sacred Ground Dance, “competing brings out the best and worst in people.” As much as I loved competing, when I become a dance teacher, I want to emphasize the importance of artistry and passion for dancing, not just the focus on competitive perfection.
This dance program at the University of Miami has reminded me why I danced the way I did for so long. This class has given me new ideas and reminded me that the way I was trained is not inferior to competitive dance, but welcomed by every outlet that the dance world has to offer. Professor Morejon has taught me and the rest of my class why dance is so important, and how it can positively impact so many lives, especially with children ages K-12. Throughout our lessons within this class, we have taught our own minilessons, learned what it takes to keep a class engaged and studied different useful concepts to enrich the learning process for students.
Dance is meant to be an art, it is a form of therapy and passion for those who understand its significance. Dance Education is an umbrella term that refers to teaching someone to move, but we often stray from the initial purpose of dance itself. It is meant to make us feel good and provide a safe space for all who learn it. This DAN385 class has taught me to be open to any ideas and methods to teaching dance, there is no wrong approach. As long as you feel confident in your tactics and portray your message to your students, they have gained something from your class. I have learned that I must teach with purpose, making sure that each one of my students feels valued as a dancer as well as a person.
References
12/14/2022
Dance For Children
Melody Muñiz
The relationship between children and dance is often one of play. Most young children have fun engaging in dance whether its jumping, swinging, or just moving in whichever way they feel most comfortable. The benefits of dance are inumerable and children of all ages should be encouraged to participate in it. However, because dance is mostly viewed through a playful lens, it has been harshly neglected in school settings where the focus is more on academics. Even dance studios themselves have moved away from the enjoyment of the art, focusing more on the technique and aesthetics. While it is true that focusing on those aspects of dance can aide in childrens’ motor skills and memory retention, dance should not be projected as a purely performative activity. Instead, dance teachers should motivate their students to view dance as a conduit for emotions, creativity and social connections. Dance is as much an art as it is a playground, where children can run free with their movements.
To begin with, teachers should expose their students to a more holistic style of learning. Child-focused education that takes into account the interest, involvement, and previous knowledge of the student is incredibly beneficial. Dan Tao stated in his 2022 article,
“Because of the relationships between health status and the ability to learn, schools are in an exclusive location to influence healthy lifestyles for students by health policy implementation…Students who engage in dance at school show greater initial socialization skills and better academic achievement compared with individuals who do not participate in dance. Dance internalizes the systems involved in art forms, and both children and adolescents can use the experience gained as tools for thinking, behaving, and regulating the inner world of their minds. ”
These implementations should be in the form of a holistic learning format that includes brain breaks, emotional check-ins, gratitude journaling and improvisational learning-time into their curriculum. Children are not machines and should be encouraged to explore the various ways their bodies and minds work.
In addition, dance teachers should also focus on process oriented learning rather than goal oriented learning. When children hyperfixate on the outcome they lose sight of the joy the process can bring them. If their environment is not forthcoming to dealing with and understanding these shortcomings, they can become frustrated, angry and self-effacing. The worst thing is that they can begin to doubt their abilities and experience a loss of enjoyment in dance altogether. To put this into perspective, Stinson explained in her article “A Question of Fun: Adolescent Engagement in Dance Education,” that dance is enjoyed by a broader range of students when strategies are implemented to help students gain confidence, control, and freedom (1997). For example, students who are told to do a specific movement they are not familiar with or to simply “make up a dance” in a group even when they’re not comfortable, will not be invested in the dance class. It is up to the teacher themselves to invigorate students to gain that confidence so students may thrive as dancers.
Furthermore, the greatest things I have learned in this class are the lessons that Gerri Barreras and Denzel Williams shared with us. They emphasized the value of staying true to yourself and pursuing a passion against all odds. They talked of challenging obstacles they faced both in a professional sense and in their personal lives and how it influenced their approach to teaching. It was truly inspiring to listen to them talk about their love for dance, and their dedication to their dancers. They both spoke so highly of their students who are no doubt incredibly lucky to have such great teachers. I also enjoyed the use of props to engage children in dance and get a little more creative as a teacher. There were so many possibilities with the silks, hula hoops, and yoga mat dots. As an adult, it was fun to play around with so I can only imagine as a child how much fun they would have.
In conclusion, dance is so important for children of all ages. It aides with socialization, body autonomy, self-esteem and freedom of expression. Whether it’s a zumba class, an improvisation exercise, or a hip-hop routine, children should all be exposed to the magical world of dance.
Works Cited
1. Stinson, S. W. (1997). A Question of Fun: Adolescent Engagement in Dance Education. Dance Research Journal, 29(2), 49–69. https://doi.org/10.2307/1478734
2. Tao, D., Gao, Y., Cole, A., Baker, J. S., Gu, Y., Supriya, R., Tong, T. K., Hu, Q., & Awan-Scully, R. (2022). The Physiological and Psychological Benefits of Dance and its Effects on Children and Adolescents: A Systematic Review. Frontiers in physiology, 13, 925958. https://doi.org/10.3389/fphys.2022.925958
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