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Name: Dolores Luis
Gmitter E:mail: dgmitter@phila.k12.pa.us Art Form:
Dance Grade
Level(s) Primary Even though children
enter the world of formal education with highly
sophisticated language communication skills already in
place, the educational program in every school they attend
for the entirety of their school years will include and
emphasize language instruction. Young children's already
complex language abilities are deemed but the starting place
for instruction. Picture the same youngsters as they step
into the classroom, about to begin their dozen plus years of
school based learning. Here they come, bodies more or less
animated, more or less tentative as they communicate and
report to us through their physical beings. Notice that
there is a story, distinct and unique, in the limbs and
torsos and way of moving of each child. Then
ask, "What story does
their movement tell"? Is this an important
story? Could this story be made explicit? What would
happen if the language of movement came to be noticed and
nurtured by school districts as part of each child's dozen
plus years of school based learning? What would happen if
teachers within classrooms had great expectations and regard
for the expressive capacities of children as developed over
time through the language of movement? What would happen?
Dance would happen. Dance is the language of the body and
the mind and the human spirit. Children deserve this form
of literacy. To use one's actual
physical self to create meaning and to communicate. To
understand dance as a discipline within the school setting.
To provide structured sequential experiences that include
physical movement as well as theory about movement and the
context in which the movement/dance takes place. To learn
and gain practice with a wide variety of movement elements.
To encourage opportunities to improvise. To create and
perform dances based on students own ideas and concepts from
other sources. Active discussion is
ongoing. Interpretive efforts are ongoing. Critical and
creative thinking skills are developed as students reflect
on/assess their own work and that of others.
Reflections: +++Collaborations
with classroom teachers especially those connected to
ongoing classroom projects have worked well. Literature and
more literature to infuse the given project is essential. I
cannot say enough about how much the right books back up and
reinforce a project. ---Insufficient joint
planning before and during a project limits the potential of
a project. Do differently. A
focus on standards can improve my communication with parents
and colleagues. Insights- I am
grateful for the road map provided by the instructor. As I
can become overly involved in content, it is helpful to have
an overall framework to organize the work flow. The PC was
somewhat daunting. L The opening activity knitted us into a
group as did the last day