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.
Sunday, April 29, 2012
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.
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