Today is week four, day two (not that I'm counting or anything!) and things are progressing. I've completed the first week of my research. Looks like I've got something like 20 students participating, of which 13 completed the pre-test survey. Not too shabby! I also completed my first interview yesterday, and it was a great conversation as well as being very helpful research-wise.
I've done quite a lot of restructuring of my original research schedule for the classroom exercises. Some of my (new to me) classes wound up very much on the beginner end in terms of technique level, and I had planned themes for more of an advanced intermediate level class. So I've restructured pretty heavily, and I think this newest iteration should be a good fit and easily tailored to all my classes.
But that's been making me think about artistry in general. I remember when I was younger (probably 13 or 14) getting really frustrated with teachers who wanted me to incorporate a lot of artistry when I was so overwhelmed technically that I couldn't do both at once. Looking back, I was actually pretty technically advanced, dancing six days a week at a serious pre-pro school. I finally hit the point where I could incorporate both several years later... maybe 16? 17?
I'd love to hear thoughts on if you felt similarly when you were young or notice a similar issue in your students. I do wonder how well some of my students are going to be able to incorporate this musicality training, as when you're struggling with very basic steps it's difficult to think past the immediacy of the exercise and turn it into art, as it were. There's just only so much one can handle at once. Thoughts?
Hi Hannah, great to hear, that your research goes well. I have started to dance quite late and had to catch up very fast, so I had a similar experience, as some teachers were starting to focus more on artistry, I was still busy figuring out everything else. But I also think, that all those things they said about artistry, did not get lost, but I just needed more time, to being able to start to incorporate them. Things suddenly started to make sense and fall into place, when I was ready. I can observe that in my students as well, sometimes you can work on something over and over and it seems like nothing happens and then suddenly it "clicks". It's great to observe those moments, that seem to come out of nowhere, but actually grew and developed in their own time. I think, thats one of many challenges of teaching, trying to be aware, where your students are at, what they are able to take in, what they "hear".
ReplyDeleteOh, that's a really good thought. You're right, sometimes the stuff just lays dormant for a while until the student can process it and then it all gets integrated at once. I agree, a big challenge of teaching is not giving your students more information than they can handle while still pushing them forward...
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