Teaching my Professional Artefact choreography
I taught and filmed my Professional Artefact last night, and whilst I had not planned on blogging about it, I felt it was a really important part of my learning experience, bringing different elements of my learning together.
Whilst I originally just planned to do a solo piece of choreography that I would perform, the idea of doing a group piece resonated with me because I wanted to show the importance of other people in my inquiry experience.
After booking a space I asked any friends I knew were interested in dance or were professional dancers if they would be interested in the project. Some of my friends who came along had very limited dance experience, but I thought this sat well with my inquiry findings as I want dance to be as accessible as possible for everyone, so I was really happy I had such a range of abilities to work with.
We had two hours to get everything done and everyone worked extremely hard to get the choreography ready for filming in that time. It was a challenge remembering the vast level of abilities I was teaching and I tried to keep asking what the group wanted to do in regards of rehearsing and practising (walk through, run through with music, breakdown of sections, etc). This ended up working quite well as a teaching practice, and people seemed to become more confident as the time went on.
What I found surprising was from this was that I was starting to naturally measure progress in ways other than ability - a few of my friends found it quite difficult to pick up the routine. They were quite nervous at first when dancing but we kept going over the movements slowly and methodically and by the end their confidence had improved so much and they were clearly enjoying dancing much more than at the start.
It was a really good experience for me to choreograph on another professional dancer in the solo section. I do not normally get the opportunity to choreograph for other professionals but I enjoyed the complexity of movements and the different levels I could use with her to symbolise my confusion at the start of the inquiry.
Whilst we were rehearsing and practising I really felt the importance of using layers through out the dance. I felt a lot of energy during the last choruses as the movements grew bigger which was what I wanted to express through the piece - I was growing in confidence, everything coming together and I felt excited about the work I had done.
I felt I did a good job teaching the routine and made it an enjoyable experience for everyone. There were lots of comments at the end of the session; people stated they would like to come again if I was doing anything similar and to let them know about other classes, which was really nice to hear as a positive teaching experience formed the basis of my inquiry. As a group we all watched the video back and I had brought some snacks and drink to thank them. There was a really big sense of community spirit and everyone seemed proud individually of their own achievement during the session.
When looking forward to other teaching jobs this is an experience I can take forward as a positive yet challenging experience of teaching under pressure, whilst still being inclusive of everyone in class.
Whilst I originally just planned to do a solo piece of choreography that I would perform, the idea of doing a group piece resonated with me because I wanted to show the importance of other people in my inquiry experience.
After booking a space I asked any friends I knew were interested in dance or were professional dancers if they would be interested in the project. Some of my friends who came along had very limited dance experience, but I thought this sat well with my inquiry findings as I want dance to be as accessible as possible for everyone, so I was really happy I had such a range of abilities to work with.
We had two hours to get everything done and everyone worked extremely hard to get the choreography ready for filming in that time. It was a challenge remembering the vast level of abilities I was teaching and I tried to keep asking what the group wanted to do in regards of rehearsing and practising (walk through, run through with music, breakdown of sections, etc). This ended up working quite well as a teaching practice, and people seemed to become more confident as the time went on.
What I found surprising was from this was that I was starting to naturally measure progress in ways other than ability - a few of my friends found it quite difficult to pick up the routine. They were quite nervous at first when dancing but we kept going over the movements slowly and methodically and by the end their confidence had improved so much and they were clearly enjoying dancing much more than at the start.
It was a really good experience for me to choreograph on another professional dancer in the solo section. I do not normally get the opportunity to choreograph for other professionals but I enjoyed the complexity of movements and the different levels I could use with her to symbolise my confusion at the start of the inquiry.
Whilst we were rehearsing and practising I really felt the importance of using layers through out the dance. I felt a lot of energy during the last choruses as the movements grew bigger which was what I wanted to express through the piece - I was growing in confidence, everything coming together and I felt excited about the work I had done.
I felt I did a good job teaching the routine and made it an enjoyable experience for everyone. There were lots of comments at the end of the session; people stated they would like to come again if I was doing anything similar and to let them know about other classes, which was really nice to hear as a positive teaching experience formed the basis of my inquiry. As a group we all watched the video back and I had brought some snacks and drink to thank them. There was a really big sense of community spirit and everyone seemed proud individually of their own achievement during the session.
When looking forward to other teaching jobs this is an experience I can take forward as a positive yet challenging experience of teaching under pressure, whilst still being inclusive of everyone in class.
Comments
Post a Comment