1. What I'm most proud of in my senior presentation was that my activity, although it was long, was fun for my class.
2. I would give myself a P+/ AE- because I made talking time, I included and briefed all of my answers, several sources, and I presented myself amazingly.
3. Having my actual senior project be about something I already knew and could learn more of it worked for me.
4. Science Fair didn't work for me. I felt it was a waste of time.
5. Because of what I've learned, I can apply that knowledge into choreographing and teaching for pay. Like my product is choreographing a quinceañera and working at a dance studio
Thursday, May 31, 2012
Wednesday, May 9, 2012
Service Learning
- See Service Learning Log -->
- See Interview Verification form for Lindsy Donahue's information
- The most important thing I gained from this experience is learning how to communicate and teach dancers because that was shown throughout my entire time at service learning, as well as my adopting of the methods my mentor used with her own dancers
- Being taught by my mentor at every dance class directly gave me my three answers for my essential question
Tuesday, May 1, 2012
Sunday, April 29, 2012
Independent Component 2
I, Ashley Lara, affirm that I completed my independent component
which represents 30 hours of work
I completed a dance routine for the end of the year pep rally.
I used every elective time for a span of two months, and then some, to teach a hip hop routine to my dance team for the end of the year pep rally.
This related to my EQ because my EQ has to do with how to effectively teach choreography, so during the process, I got to use teaching methods I've picked up that have become my answers. For example, I used the repetition technique my mentor uses where she teaches the choreo with counts, has her dancers mark it with music, and then do it full out.
I completed a dance routine for the end of the year pep rally.
I used every elective time for a span of two months, and then some, to teach a hip hop routine to my dance team for the end of the year pep rally.
This related to my EQ because my EQ has to do with how to effectively teach choreography, so during the process, I got to use teaching methods I've picked up that have become my answers. For example, I used the repetition technique my mentor uses where she teaches the choreo with counts, has her dancers mark it with music, and then do it full out.
Friday, April 27, 2012
Helping 2013
I interviewed Jocelyn Delgado during lunch on Wednesday, April 25, 2012
1. What ideas did you have for your senior project and why?
1. What ideas did you have for your senior project and why?
- She wanted to do something yearbook related if she made editor in chief or design editor, or pediatrics
- I told her if she did yearbook, to be careful about service learning and if she did pediatrics to go to as many hospitals or clinics as she could in case some would be hard to volunteer at.
- She would use yearbook camp, which is an all week camp, during the summer and even be done before her senior year began. And if she did pediatrics, she would volunteer at a clinic by her house she already volunteers at.
- I told her yearbook camp was a great way to finish her service learning. It's kind of cheating, but it's alright :), and as for the clinic by her house, since she volunteers there already, it's a great route to go.
- She doesn't know what to expect, but she's going to watch for presentation skills and not necessarily what they're talking about, but HOW they are trying to communicate with their class.
- I told her looking for presentations skills more as opposed to the information on their topic is different, but interesting.
- Is it actually helpful and does it really take that long?
- It is something that takes all year, and it's something that you definitely need to keep at. The only thing you really need to consistently work on is finding research because of procrastination.
- Pretty much just told her to keep at her research.
Wednesday, April 18, 2012
Answer #3
1. What is most effective in teaching choreography to a dance course?
2. Encouraging your dancers is effective in teaching choreography to a dance course.
3. Personal experience with dance team, service learning, Interview 3 with service learning mentor.
4. Interview 3
2. Encouraging your dancers is effective in teaching choreography to a dance course.
3. Personal experience with dance team, service learning, Interview 3 with service learning mentor.
4. Interview 3
Friday, April 13, 2012
Research check 15
#56
How Do I Use Repetition
L: mental repetition is the least effective since it does not involve any muscle movement or physical activity.
I: there's no way I can show my dancers a video of me doing. Routine and expecting them to learn it without being able to practice it physically.
L: the learners are using repetition because they are stating the steps in the procedure over and over again.
I: I remember one of my teachers in the studio used words to help us remember what part went next. I remembered a hard partin the routine that way.
L: Repetiton helps learners retsina facts, labels, lists, rules, and procedures in their long-term memory under the assumption that the more often information s retrieved and used,the more deeply it will be processed.
I: it's the reason dancers can sometimes remember routines after months or years of not performing the routine. It had been burned into their brains because ofme repetition.
L: it is common that the learners will forget the information. In these cases, refresh the learners' memory with timely intervals of repetition so that the information is not forgotten.
I: my service learner always does this because she wouldn't have seen her kids in a whole week. She will review at least 5 times what she went over the previous week so the girls don't forget, or get a refresher, and then she proceeds to teach new material.
#57
Improving Dance Musicality
L: music inspires, it motivates, and it actually helps you dance better.
I: if it werent for music, there wouldn't be dance. Dance is music and music is dance.
L: musicality, however, is more than just being on the music. It's the ability to hear subtle qualities and structures within the music and then communicate them throug your dancing.
I: there are certain sounds in music that are essential to a routine and also show you how to move to the mood of the song and the feel f the sounds.
L: when melody an harmony join rhythm and tempo, music offers abundant information and guidance too dancer.
I: the routine I'm teaching now goes by the lyrics and syllables of singers' lyrics. He entire routine is choreographed around the syllables of the lyrics more than go beat or be counts of r song.
L: if the music is bold and big, dance bold and big.
I: if you dance a song by beyonce, you are not going to dance cute little dance steps, no. Uounaregoing to hair flip and strut, and be bigger than life because that's who beyonce is and that's what her music is about. Her music is about being a diva and about being the biggest larger than life person you can be. So that's what needs to be accomplished when you dance a song to, with a certain mood.
L:musicality also helps solve problems. When. Turn isn't working or you're behind in a speedy combination, listen to the the rythm and accent of the music.
I: I can't even begin to explain how many times I've gotten counts wrong when teaching choreo to my dancers. I always have to go back and listen to my music to understand or fix what i'm trying to convey. it's also a god ting to understand she. You lose your spot during a routine or you mess up.
How Do I Use Repetition
L: mental repetition is the least effective since it does not involve any muscle movement or physical activity.
I: there's no way I can show my dancers a video of me doing. Routine and expecting them to learn it without being able to practice it physically.
L: the learners are using repetition because they are stating the steps in the procedure over and over again.
I: I remember one of my teachers in the studio used words to help us remember what part went next. I remembered a hard partin the routine that way.
L: Repetiton helps learners retsina facts, labels, lists, rules, and procedures in their long-term memory under the assumption that the more often information s retrieved and used,the more deeply it will be processed.
I: it's the reason dancers can sometimes remember routines after months or years of not performing the routine. It had been burned into their brains because ofme repetition.
L: it is common that the learners will forget the information. In these cases, refresh the learners' memory with timely intervals of repetition so that the information is not forgotten.
I: my service learner always does this because she wouldn't have seen her kids in a whole week. She will review at least 5 times what she went over the previous week so the girls don't forget, or get a refresher, and then she proceeds to teach new material.
#57
Improving Dance Musicality
L: music inspires, it motivates, and it actually helps you dance better.
I: if it werent for music, there wouldn't be dance. Dance is music and music is dance.
L: musicality, however, is more than just being on the music. It's the ability to hear subtle qualities and structures within the music and then communicate them throug your dancing.
I: there are certain sounds in music that are essential to a routine and also show you how to move to the mood of the song and the feel f the sounds.
L: when melody an harmony join rhythm and tempo, music offers abundant information and guidance too dancer.
I: the routine I'm teaching now goes by the lyrics and syllables of singers' lyrics. He entire routine is choreographed around the syllables of the lyrics more than go beat or be counts of r song.
L: if the music is bold and big, dance bold and big.
I: if you dance a song by beyonce, you are not going to dance cute little dance steps, no. Uounaregoing to hair flip and strut, and be bigger than life because that's who beyonce is and that's what her music is about. Her music is about being a diva and about being the biggest larger than life person you can be. So that's what needs to be accomplished when you dance a song to, with a certain mood.
L:musicality also helps solve problems. When. Turn isn't working or you're behind in a speedy combination, listen to the the rythm and accent of the music.
I: I can't even begin to explain how many times I've gotten counts wrong when teaching choreo to my dancers. I always have to go back and listen to my music to understand or fix what i'm trying to convey. it's also a god ting to understand she. You lose your spot during a routine or you mess up.
Thursday, March 29, 2012
Research check 14
Dance Teaching
L: -Wide range of shapes and dynamics, including a lot of smooth relationship with the floor.
I: mot all contemporary dance movements are smooth and flows. There are many that are choppy, sharp, and difficult. But the main stereotype of contemporary is that it's flowy and graceful.
L: -Wide range of shapes and dynamics, including a lot of smooth relationship with the floor.
I: mot all contemporary dance movements are smooth and flows. There are many that are choppy, sharp, and difficult. But the main stereotype of contemporary is that it's flowy and graceful.
Friday, March 23, 2012
Room Creativity
1. I plan on turning my 2-hour room into somewhat of a stage with black and red curtains and putting a ballet bar somewhere.
2. For my first answer, which is repetition, I'm thinking about teaching one 8-count of some kind of dancing. For my second answer, I might have the audience/class fill out a physical body sheet.
2. For my first answer, which is repetition, I'm thinking about teaching one 8-count of some kind of dancing. For my second answer, I might have the audience/class fill out a physical body sheet.
Friday, March 16, 2012
Research check 13
#48c
The more dance classes and training you have undertaken, the more you would have harnessed your ability to remember dance routines.
-you also get used to the way your dance teachers and choreographers go about teaching movement. "practice makes perfect"
When it comes to professional dance routines you will be expected to know your stuff- note very choreographer will explain things which they expect you to know. Many times they will just teach the choreography.
-everything becomes different at a professional level. At this point in your dance life, you SHOULD be well rounded in every form of dance. It's also at this point that the choreographer will not care whether you get the choreographer behind. "dog eat dog". Generally, it's not the choreographer's job to teach you HOW to dance.
Whereas Ina dance class you may have an hour or so tolerant routine and get it right, at a professional level you may only have half an hour... Sometimes even less.
-it's usually only like this for auditions. The short amount of time is usually what happens to get things going faster because of the many people that may audition.
If you know we the choreographer is, you may find it helpful to watch some of their choreographer or videos beforehand so you can become familiar with thirsty leaned have some visuals idea of how they like their work to look.
- it's a good idea to get a sense of what you're going to be working with, what to expect, and what to look out for. It can also be the determining factor in auditioning or not.
as a professional dancer it's very important for you to be able to adapt to whatever the choreographer wants.
- it's a hard thing to do but professional dancers should be able to do it no problem because of the extensive training they've had throughout the years to teach them how to mimic the choreographer 100%.
Fnd out what the choreographer wans and give it to the to Mae their on easier!
- like I said before, at this level, it's not the choreographer's job to teach you how to dance. They should just teach you how to do lithe movement they created and BOOM it's over. It would also be great to get compliments from the choreographer to getting their good graces. If you're remembered, you get work.
Because all choreographers will have their own rules and ways of styling things, you will need to be flexible.
- this is a MUST MUST MUST for professional dancers xbecause if you're Flexible with different styles of dance,you will be noticed and hired. That is the main goal in this whole thing.
They may have different routines that look completely different in style from one another.
- for the end of the year pep rally in 2011, every single one of me hip hop,routines I choreographed we're completely different. They were all different kinds of songs, different tones, and different kind of choreography, but they were all choreographed by me.
The more dance classes and training you have undertaken, the more you would have harnessed your ability to remember dance routines.
-you also get used to the way your dance teachers and choreographers go about teaching movement. "practice makes perfect"
When it comes to professional dance routines you will be expected to know your stuff- note very choreographer will explain things which they expect you to know. Many times they will just teach the choreography.
-everything becomes different at a professional level. At this point in your dance life, you SHOULD be well rounded in every form of dance. It's also at this point that the choreographer will not care whether you get the choreographer behind. "dog eat dog". Generally, it's not the choreographer's job to teach you HOW to dance.
Whereas Ina dance class you may have an hour or so tolerant routine and get it right, at a professional level you may only have half an hour... Sometimes even less.
-it's usually only like this for auditions. The short amount of time is usually what happens to get things going faster because of the many people that may audition.
If you know we the choreographer is, you may find it helpful to watch some of their choreographer or videos beforehand so you can become familiar with thirsty leaned have some visuals idea of how they like their work to look.
- it's a good idea to get a sense of what you're going to be working with, what to expect, and what to look out for. It can also be the determining factor in auditioning or not.
as a professional dancer it's very important for you to be able to adapt to whatever the choreographer wants.
- it's a hard thing to do but professional dancers should be able to do it no problem because of the extensive training they've had throughout the years to teach them how to mimic the choreographer 100%.
Fnd out what the choreographer wans and give it to the to Mae their on easier!
- like I said before, at this level, it's not the choreographer's job to teach you how to dance. They should just teach you how to do lithe movement they created and BOOM it's over. It would also be great to get compliments from the choreographer to getting their good graces. If you're remembered, you get work.
Because all choreographers will have their own rules and ways of styling things, you will need to be flexible.
- this is a MUST MUST MUST for professional dancers xbecause if you're Flexible with different styles of dance,you will be noticed and hired. That is the main goal in this whole thing.
They may have different routines that look completely different in style from one another.
- for the end of the year pep rally in 2011, every single one of me hip hop,routines I choreographed we're completely different. They were all different kinds of songs, different tones, and different kind of choreography, but they were all choreographed by me.
Thursday, March 15, 2012
Answer 2
EQ: What is most effective in teaching choreography to a dance course?
One of the most effective ways to teach dance choreography is to be aware of your dancers' capabilities.
Evidence:
-Service Learning
-Independent Component 1
-Past dance studio experience
Source:
Second Interview with Lindsy Donahue
One of the most effective ways to teach dance choreography is to be aware of your dancers' capabilities.
Evidence:
-Service Learning
-Independent Component 1
-Past dance studio experience
Source:
Second Interview with Lindsy Donahue
The Product
I have two products. One is to start a YouTube channel and put up videos of myself dancing to my own choreography at least once a week. My other product is to teach at my old dance studio, The Dance Shop.
These would be products because I learned through my service learning that the better a dancer you are, the better a choreographer you are, ultimately becoming a better entertainer, and that's what I want to accomplish with my YouTube channel. I also learned through service learning and my first independent component how to be a better teacher. I learn from Miss Lindsy how to teach and my first independent component let me execute what I learned from her. I felt like I've already grown as a teacher, so why not try to continue applying that in an actual dance studio for national dance competitions?
Monday, March 12, 2012
Thursday, February 23, 2012
Fourth Interview Questions
1. What do you do if you notice a few of your dancers haven't practiced?
2. What are ways of getting choreography across to your dancers effectively?
3. How can analogies help the dancers grasp the choreography?
4. How do you deal with beginning dancers and terminology they don't know?
5. How is teaching choreography to skilled dancers easier than teaching to beginners?
6. How would you want choreography to be taught to you?
7. How often should you repeat choreography before moving onto the next combination?
8. What are good teaching tips?
9. What's a good way to motivate or pump up your dancers before teaching?
10. How do you decide which dancer uses props if your routine calls for it?
11. What are the disadvantages to teaching choreography to a large class?
12. What are advantages to teaching choreography to a large class?
13. What are disadvantages to teaching choreography to a small class?
14. What are advantages to teaching choreography to a small class?
15. What are disadvantages to teaching choreography to beginners?
16. What are advantages to teaching choreography to beginners?
17. What are the advantages to teaching choreography to advanced dancers?
18. What are disadvantages to teaching choreography to advanced dancers?
19. How do you pick the songs to teach choreography to?
20. How do you keep your choreography appealing to your dancers?
2. What are ways of getting choreography across to your dancers effectively?
3. How can analogies help the dancers grasp the choreography?
4. How do you deal with beginning dancers and terminology they don't know?
5. How is teaching choreography to skilled dancers easier than teaching to beginners?
6. How would you want choreography to be taught to you?
7. How often should you repeat choreography before moving onto the next combination?
8. What are good teaching tips?
9. What's a good way to motivate or pump up your dancers before teaching?
10. How do you decide which dancer uses props if your routine calls for it?
11. What are the disadvantages to teaching choreography to a large class?
12. What are advantages to teaching choreography to a large class?
13. What are disadvantages to teaching choreography to a small class?
14. What are advantages to teaching choreography to a small class?
15. What are disadvantages to teaching choreography to beginners?
16. What are advantages to teaching choreography to beginners?
17. What are the advantages to teaching choreography to advanced dancers?
18. What are disadvantages to teaching choreography to advanced dancers?
19. How do you pick the songs to teach choreography to?
20. How do you keep your choreography appealing to your dancers?
Tuesday, February 14, 2012
Monday, February 13, 2012
Independent Component 2 Plan Approval
1. I plan on choreographing and teaching another routine for the end of the year pep rally. I will be working the entire dance team on this one, even as far as holding auditions.
2. I'm going to start working on this routine tomorrow (Tuesday), in elective, so my time choreographing and teaching this routine will be taken up every elective block until the end of the year pep rally. I'll be fine with my hours by the time this independent component is due.
3. My independent component study relates to my EQ because I'll be exploring, executing, and actually teaching choreography to the dance team, therefore being able to come up with actual answers towards my EQ.
2. I'm going to start working on this routine tomorrow (Tuesday), in elective, so my time choreographing and teaching this routine will be taken up every elective block until the end of the year pep rally. I'll be fine with my hours by the time this independent component is due.
3. My independent component study relates to my EQ because I'll be exploring, executing, and actually teaching choreography to the dance team, therefore being able to come up with actual answers towards my EQ.
Friday, February 10, 2012
Independent Component 1
Everything on my independent component is logged in a notebook. I wrote about every single time I worked on the routine, as well as the performance.
I, Ashley Lara, affirm that I completed my independent component which represents 30 hours of work of creating and performing a hip hop routine for the February Pep Rally for Ipoly High School.
It takes quite a bit of time to put together ideas, choreography, formations, and music. The bulk of the time is teaching choreography to other people with different time schedules, and making sure they have the routine memorized and performed on point.
It helped me answer my EQ because my EQ is revolved around effective ways to teach choreography. I have different leveled and skilled dancers on my team and I had to meet to each of those demands. Repetition is an answer I came up with, especially when working with people with no dance background.
I, Ashley Lara, affirm that I completed my independent component which represents 30 hours of work of creating and performing a hip hop routine for the February Pep Rally for Ipoly High School.
It takes quite a bit of time to put together ideas, choreography, formations, and music. The bulk of the time is teaching choreography to other people with different time schedules, and making sure they have the routine memorized and performed on point.
It helped me answer my EQ because my EQ is revolved around effective ways to teach choreography. I have different leveled and skilled dancers on my team and I had to meet to each of those demands. Repetition is an answer I came up with, especially when working with people with no dance background.
Thursday, January 26, 2012
Friday, January 20, 2012
Answer 1
1. One of the most effective ways to teach choreography to a dance course is repetition.
2. I've seen repetition used in service learning, I've used repetition when teaching my own choreography, and I've experienced repetition of choreography when I danced in a studio.
3. Sources that provided me with this answer were my first interview and service learning.
2. I've seen repetition used in service learning, I've used repetition when teaching my own choreography, and I've experienced repetition of choreography when I danced in a studio.
3. Sources that provided me with this answer were my first interview and service learning.
Thursday, January 12, 2012
Blog 12: Service Learning
1. For my service learning, I'm working at Dellos Dance Studio in Chino.
2. Lindsy (I forgot her last name; it's on the interview verification form)
3. Mostly what I do in my service learning is sit and watch Miss Lindsy lead her class and teach choreography. I've participated in and taken a couple of her classes. Even though I watch her teach her class, I take in so much of her teaching methods that have already affected how effectively I teach my dance team during elective.
4. I thought I had 8 hours, but apparently I have 5.5 hours. Miss Lindsy's hip hop class is once a week for an hour, but to get more hours, I've picked up her jazz class right after her hip hop class, which is an hour and a half.
2. Lindsy (I forgot her last name; it's on the interview verification form)
3. Mostly what I do in my service learning is sit and watch Miss Lindsy lead her class and teach choreography. I've participated in and taken a couple of her classes. Even though I watch her teach her class, I take in so much of her teaching methods that have already affected how effectively I teach my dance team during elective.
4. I thought I had 8 hours, but apparently I have 5.5 hours. Miss Lindsy's hip hop class is once a week for an hour, but to get more hours, I've picked up her jazz class right after her hip hop class, which is an hour and a half.
Tuesday, January 10, 2012
January 9, 2012
So because I was about 4 hours behind on the service learning requirements for this Friday, I decided to pick up Miss Lindsy's jazz class which goes on right after her hip hop class I was already sitting in for.
The girls in the dance class are about my age, maybe a little bit younger and watching this class made me miss jazz too. I think I'm going to take the class next week and just kind of get a feel for it again; I'm excited.
I did take pictures of the hip hop class while they were stretching, I'll post those later.
So in all, because Dellos was closed for two weeks during the holidays, I have 8 hours. Next Monday, I'll complete 10 hours.
The girls in the dance class are about my age, maybe a little bit younger and watching this class made me miss jazz too. I think I'm going to take the class next week and just kind of get a feel for it again; I'm excited.
I did take pictures of the hip hop class while they were stretching, I'll post those later.
So in all, because Dellos was closed for two weeks during the holidays, I have 8 hours. Next Monday, I'll complete 10 hours.
Wednesday, January 4, 2012
Third Interview Questions
1. What is most effective in teaching choreography to a dance course?
2. What should be done if a dancer isn't grasping the choreography?
3. What is the best way to go about teaching choreography when there's a deadline?
4. How do you work with naturally talented dancers, as opposed to beginners?
5. How do you cater choreography to the skill level of the dancers?
6. What is the best way to go about dealing with about half the dancers getting the choreography and the other half not getting it.
7. How do you decide how much to teach the dancers each class?
8. Do sound effects work when teaching choreography?
9. Is it better for a choreographer to be somewhat like a friend to the dancers, or should the choreographer establish authority off the bat?
10. What is the best way for a choreographer to make a dancer WANT to dance?
2. What should be done if a dancer isn't grasping the choreography?
3. What is the best way to go about teaching choreography when there's a deadline?
4. How do you work with naturally talented dancers, as opposed to beginners?
5. How do you cater choreography to the skill level of the dancers?
6. What is the best way to go about dealing with about half the dancers getting the choreography and the other half not getting it.
7. How do you decide how much to teach the dancers each class?
8. Do sound effects work when teaching choreography?
9. Is it better for a choreographer to be somewhat like a friend to the dancers, or should the choreographer establish authority off the bat?
10. What is the best way for a choreographer to make a dancer WANT to dance?
Blog 9: Science Fair Proposal
1. Hypothesis: If a woman has a BMI, then it will take more force for them to execute a turn.
2. Independent Variable: Girls' BMI; Dependent Variable: Forces of girl' turns
3. The connection between my science experiment and my essential question is that in order to properly train one in dance, you have to be aware of the capabilities of the girls' bodies for them to excel in the dance course.
4. I plan on having 30 women push off a vertically mounted force plate and analyzing the amount of force it takes each of them to execute a turn. I will also take their BMI measurement. I will use Vernier software to analyze the force data, then graph the BMI versus force. Lastly, I will research WHY I obtained specific results (such as, how does physics support that a woman with a higher BMI have to use more force?).
5. My experiment is under the Physics category.
2. Independent Variable: Girls' BMI; Dependent Variable: Forces of girl' turns
3. The connection between my science experiment and my essential question is that in order to properly train one in dance, you have to be aware of the capabilities of the girls' bodies for them to excel in the dance course.
4. I plan on having 30 women push off a vertically mounted force plate and analyzing the amount of force it takes each of them to execute a turn. I will also take their BMI measurement. I will use Vernier software to analyze the force data, then graph the BMI versus force. Lastly, I will research WHY I obtained specific results (such as, how does physics support that a woman with a higher BMI have to use more force?).
5. My experiment is under the Physics category.
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