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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