Methods of Teaching Dance

Students were part of a movement exercise that facilitated their dance awareness. They need to experience elements such as force, time and space to understand their importance when developing their own methodology of teaching. They improvised dance/movement individually, that then they had to adapt to a duet format, following the elements of force, time and space. "It challenged my mind to think about each concept: force, time and space, and how I can already incorporate it into my movement." Jordan Rezman "We had to take out sequence on the floor and translate it to standing up and also made it into a cannon." Ellen Mitchell " The best is we created a short dance together that we learned in class." Joe "I decided to step out of the box and do a piece with Joe." Saskia St.Lot I learned that choreo is not really that hard if you go with what your body naturally feels." Kyla Samuels-Stewart

The students were able to experience direct movement generated when using a stick. The sticks were given to them to play with, just to warm up. Some chose to use the stick to illustrate actions such as fishing, plowing, rowing. Gradually, they began to use the stick in more abstract ways, moving across the room.  Eeventually, they let go of the stick to then just use their arms in an event more abstract way, with a very focused sense of direction. Usually, I use light pieces of fabric to illustrate the opposite of working with the stick, but in this occasion it was just important to use a prop to teach a dance quality that is otherwise very difficult to understand by non-dancers.   "I felt a sense of focus and concentration" Kyla Samuels-Stewart

Today we read about different ways of developing creativity in dance. We covered aspects such as: The body as instrument Movement as the material Center of Gravity: African Dances vs. Ballet WARM UP I illustrated a type of warm up that includes all body parts: isolations warm up. It is also combined with breathing and stretching. It can be done with or without music. "I liked how we focused on specific parts of the body. I liked how you used some form of music (snapping your fingers); it was helpful and it kept us focused."

  https://www.tempositions.com/2016/08/18/write-perfect-lesson-plan/ The students create their lesson plans in class. They are asked to follow the templeates suggested by the Miami-Dade County Public School website on dance. They all do an amazing job. Jasmyne Yeldell 2/12/18 Dance Lesson Plan Age Group: 10 - 12 Unit: Cultural Dances from Around the World Section: West African Objective: At the end of this section, students will understand  the cultural significance and meaning behind several popular West-African dance in order to create a small dance piece together. Warm-Up: Students will stretch to West African music to the tone of the class. Activities: Interactive learning about West African culture and dances, Breakdown of moves Across the floor 16 count + dance Closure: Students will write a sentence expressing how they felt learning West African steps.

12 warm up exercises Today is the first day that one of the students takes the lead and teaches a warm up. Angel was the first to volunteer. His creative warm up opens the door for other students in the class to feel free to be themselves and individuate their approach. The responses to his style were all encouraging. We look forward to experiencing other styles.

https://elearninginfographics.com/6-education-theorists-teachers-know-infographic/ It is important that students have a theoretic foundation when creating their own teaching methodology. In class were covered the major theoretic paradigms used in education now-a days. Hierarchy of Needs - Maslow Multiple Intelligences - Gardner Theory of Cognitive Development - Piaget Zone of Proximal Development _ Vygotsky Progressive Education (Learning By Doing) - Dewey Montessori Theory of Teaching (Child chooses what to learn) - Montessori Theory of Psychological Development - Erickson " I think it is important to understand that there is not one correct, or "right" theory of learning. All of them are good." Patricia Victor