| A Brief History of the Creative Movement Program
Later when I launched the program in the studio, imagination was still a central focus. I noticed quickly that as the children began to trust me and their dance peers, they began to express themselves uniquely through dance. The studio program began to develop its own purpose and a new motto arose: "Helping children find their dance voice." With the schools continuing to invite me back and teachers often pulling me aside to discuss the physical, learning and/or behavior problems certain students exhibit, I became increasingly interested in the brain and how movement and learning are related. In 2011, I set off for Seattle to receive 70 hours of intensive training from award winning dance education specialist and author, Anne Green Gilbert, and dance educator, Dionne Kamara of New York. There, I learned hands on about movement, dance, the brain and learning, and the key connections between them. I learned the vital importance of the fundamental movement patterns of human development and how focusing on these patterns aids learning at all ages. Now, all this sounds so very serious and dance is supposed to be fun, right? Of course it is!
However, one must not ignore the fact that all of the dance studio students are growing and learning too. What point am I making?
Here it is:
Movement is at the very core of how children learn and develop intellectually, emotionally, socially, and physically. If the movement is spontaneous outdoor play, the child is learning. If the movement is structured and in a controlled setting, the "teachable moment" is available to the instructor. Why pass it up? So, this year each student at Creative Dance and Movement continues his or her exploration and use of imagination; continues to learn to value his or her own movement style and movement decisions; continues to learn creativity through the exploration of dance elements and concepts; and added to all that, in each class dancers cycle through the fundamental movement patterns they were born to do. |
| Adult Teachers Or Teen Teachers?
I came across an article written by Heather Vaughan-Southard, a choreographer, dance educator, and performer based in Michigan. She calls herself a "thinking dancer." The article discusses teaching Creative Movement and why teen teachers are not the best option. Nothing against teens at all on her part or mine! Have you ever seriously thought about what goes into teaching young children? Her opinion matches mine and since she sums it up so well, I'd like to share it with you here. (edited slightly for quicker reading)...
Educators Versus Instructors: Why Not All Creative Movement Teachers Are Created Equal by Heather Vaughan-Southard
As educators, we strive to guide our students to a place of independent thinking, thoughtful analysis, and reflective response, all leading directly to confidence in ability, action, and presence. Yet, many dance studios offer creative movement classes taught by their most "advanced" teen-aged dancers. (my note: or sometimes not so advanced) Within an appropriately run creative movement class, students are guided to explore the potential of their movement but also of their imagination. They not only gain experience in experiencing their potential they are gently encouraged to begin identifying their potential. • Teachers may ask the kids to mirror their actions engaging elements of dance: Space, Energy, and Time. • Students are introduced to basic dance technique often through a similar call and response format. • They are encouraged to move freely based on verbal, visual, or aural cues. Students dance through Space and Time with a range in Energy and often with a sense of freedom and abandonment that allows them to think... their bodies in tandem with their minds. • Students may be invited to contribute their own ideas on how movement, class exercises, or prompts may build on the foundation already laid by the teacher. Through the creative processes experienced in a Creative Movement class, dancers collaborate with their peers as well as an authority figure. They learn to communicate their ideas and their feelings. Expression for children is all-encompassing (information AND emotion) resulting in rich dialogue. Creative Movement has the power to assist students entering school (or already there) in literacy, numeracy, and emotional intelligence. In the classroom of a teenage teacher, however "advanced" she may be, it is rare to find such knowledge let alone the intention to develop the important areas listed above. The instructor may be able to inspire movement in children and maybe that is all you as a parent are looking for. But when you hear people talk about the power in arts education, THIS is what they mean. |
