Friday, April 13, 2007
Shadow Day
Alexis De'Grate, a ninth grader from my Samohi ArtsBridge class, met me at UCLA's Ackerman turn around Wednesday, April 11 at 9 'o Clock in the morning. She was dropped off by her grandmother. There was a alot of planning between Linda Gross from the SMUSD district, Alexis' mother Tenia, and I, to make this day possible. Because Samohi is on Spring Break it made the process a lot easier without having to sign any consent or field trip forms. The day was pretty much close to perfect! At 9:30am we went to my lecture on Vodou and Santeria. At 11:30am we took my beginning yoga class. To conclude the day we worked up a sweat in my West African dance class at 1:30. Besides seeing the mind and the physicality of Alexis be challenged by sitting through a college level lecture on an unfamiliar topic, focussing her complete energy in breathing and body postures, and being frustrated in learning how to move her entire body intensively, it was the experience as a whole, for Alexis, to spend a day in the life of person persuing art and culture in higher education. In fact, it was our time spent outside of class that really brought a holistic aspect to the college experience. Alexis saw how such a great university provides almost everything a person needs from shopping, to food, to fitness centers, to health centers, and learning resources like our libraries. Alexis recived a tour during one of our 40 minute breaks between Vodou and Yoga of the Student Initiated Access Center and Student Retention Center where many communities of different race backgrounds meet, plan, and work in the underserved areas around Los Angeles to give back to the places in which they came from and the places in which they did not. Alexis got to meet my dance teacher, the Chair of WAC, and, my friends. College is not just about going to classes, but its about community, determination, friendship, scheduling, socializing, and learning outside of class. College is about holistic development and character building. These are all the things that i wanted Alexis to experience. I wanted Alexis to have fun and be challenged. I wanted her to gain a perspective on collge. I wanted her to build her motivation to persue her dreams. And i think Alexis did achieve all of this. In our debrief at the end of the day with Amy, Alexis said that she does plan to go to college. We dicussed different steps she could take to get in to collge, for example, work on completeing the A-G requirments, communicate her intentions with her counselor, take the PSATs, and work hard. I got to know Alexis fairly well during our shadow day and she does have many interests that she would like to persue including modeling and someday becoming a nurse. Whatever Alexis decides to do she does plan on going to college and she will always carry her experience at UCLA with me during our shadow day.
Thursday, March 15, 2007
slow down and teach
I don't know where to start with my thoughts on today's class. Not that a lot of things went wrong today, but there is just so much running through my mind about my class- how can i teach more productivly and clear, how do i know if my students are really enjoying what i am teaching them, how can i plan a shadowing day, a lot of my girls have so much potential!!!
I began teaching a new ancient style hula dance today and we did not get very far (just the first verse- four 8 counts). The dance turned out to be a little more difficult for the girls to learn then i thought it would be. I had to keep stopping, to break down the steps over and over again. I would forget that i am working with 9th grade high school students who had never danced hula before. i know that when i was learning some of these hula dances at a young age, my hula teacher moved very slow with us. however, we had time to move slow- our classes were almost two hours longs. My Samohi class in 50 minutes with many interuptions. And i only have 6 more set planned class sessions with them! I feel like i do not have enought time with them at all- once a week for 50 minutes- thats so short.
Most of the girls are really trying and i can tell they are interested in the story of the dance, at least i think they are. It just seems like i need to move slower for the girls to get it, but if we move any slower then we'll never finish the dance, and then soon the girls will get bored of the dance. i guess this is why i am scared to move slow. Maybe sometimes I just need to have those relaxed moments with my students, where we can laugh, talk about the story of the dance, and get to know one another. Little by little we will get somewhere. I just need to remember that my students and I will make it through the year growing together and learning from one another no matter what happens.
I began teaching a new ancient style hula dance today and we did not get very far (just the first verse- four 8 counts). The dance turned out to be a little more difficult for the girls to learn then i thought it would be. I had to keep stopping, to break down the steps over and over again. I would forget that i am working with 9th grade high school students who had never danced hula before. i know that when i was learning some of these hula dances at a young age, my hula teacher moved very slow with us. however, we had time to move slow- our classes were almost two hours longs. My Samohi class in 50 minutes with many interuptions. And i only have 6 more set planned class sessions with them! I feel like i do not have enought time with them at all- once a week for 50 minutes- thats so short.
Most of the girls are really trying and i can tell they are interested in the story of the dance, at least i think they are. It just seems like i need to move slower for the girls to get it, but if we move any slower then we'll never finish the dance, and then soon the girls will get bored of the dance. i guess this is why i am scared to move slow. Maybe sometimes I just need to have those relaxed moments with my students, where we can laugh, talk about the story of the dance, and get to know one another. Little by little we will get somewhere. I just need to remember that my students and I will make it through the year growing together and learning from one another no matter what happens.
Thursday, March 8, 2007
1st day of Hula, 1st day of video taping
My students are progressing more and more each week! We have continued into or Hawaiian segment and today they learned four hula basic steps. Not only did they learn how to do the steps, but they learned how to spell the names of each step that i taught them- kaholo, kalakaua, hela, and uehe. I explained how each vowel in hawaiian is pronounced then asked volunteers to guess how to spell the name of the movement after i told them how to say it. In addition, my girls began learning the difference between the two main hula styles- the ancient hawaiian kahiko and the contemporary hula auana. I explained what the music would sound like for kahiko and auana then played some examples to see if they could identify which song belonged to which hula style. These exercises push the girls to make connections of sound through spelling the hawaiian language and listening to two different hula music/dance styles. Next week we will continue our study between the two different styles by watching videos of examples.
Today my students were particularly quiet and paid attention. This could be because of the presense of our video documentor Jaynie and our photographer Vera. It could have been the fact that two of my main "talkers" that love to chate during class were not suited up and unable to participate, which is actually unfortunate. Or maybe it was the fact that we were learning something new- hula. Whatever the reason- it was nice to have the undivided attention of my students! We'll see how next week goes.
After teaching the four hula basic steps we practiced them to both kahiko and auana music while i also added in simple hand placements. The girls told me that they like the sound of kahiko more then auana so i am probably going to teach a hula kahiko. Stayed posted for next week's blog.
Today my students were particularly quiet and paid attention. This could be because of the presense of our video documentor Jaynie and our photographer Vera. It could have been the fact that two of my main "talkers" that love to chate during class were not suited up and unable to participate, which is actually unfortunate. Or maybe it was the fact that we were learning something new- hula. Whatever the reason- it was nice to have the undivided attention of my students! We'll see how next week goes.
After teaching the four hula basic steps we practiced them to both kahiko and auana music while i also added in simple hand placements. The girls told me that they like the sound of kahiko more then auana so i am probably going to teach a hula kahiko. Stayed posted for next week's blog.
Thursday, March 1, 2007
looking grown up
Today was our fourth class session. We have finally completed learning the dance Mokore'a! Yay, what an accomplishment! We will continue to practice this dance, but next week I will start teaching Hula basic movements and talking about Hawai'i itself.
What made today different is that i was mistaken for being one of the high school students while walking around campus. After my class ended, while on the way back to my car i was stopped by a capus security guard. "Young Lady!" he hollered in a deep voice, "Come here please." At that moment i was talking on the phone and had to end by converstation in order to speak with the guard. I showed my badge and explained that i was a guest teacher. He was surprised and immediatly appoligized telling me how he thought that i was a SAMO student. In addition to this incident, before my class, when i arrived at the guest parking lot, i was explaining and showing my badge to the security guard of the parking lot. He raised his eyebrows and said "How old are you Desiree?" I replied telling him that i was twenty and a student at UCLA. "Because you look a like a baby yourself!" he said smiling. I found it funny as well because i do agree too that i look very yound. I was wearing black dance pants, a red sweatshirt and jean jacket today. In spite of all this, after today, I have decided that i will begin wearing work clothes for the work place to my high school and change there (i.e.- wear heels, slacks, a blazer, etc.). I want to start playing my role as a respected grown up teacher where i do not have to worry about being mistaken for a high schooler. I already am a little nervous knowing that my students now know that i am twenty. Dressing grown up will build my confidence as a professional teacher and hopefully gain this recognition.
What made today different is that i was mistaken for being one of the high school students while walking around campus. After my class ended, while on the way back to my car i was stopped by a capus security guard. "Young Lady!" he hollered in a deep voice, "Come here please." At that moment i was talking on the phone and had to end by converstation in order to speak with the guard. I showed my badge and explained that i was a guest teacher. He was surprised and immediatly appoligized telling me how he thought that i was a SAMO student. In addition to this incident, before my class, when i arrived at the guest parking lot, i was explaining and showing my badge to the security guard of the parking lot. He raised his eyebrows and said "How old are you Desiree?" I replied telling him that i was twenty and a student at UCLA. "Because you look a like a baby yourself!" he said smiling. I found it funny as well because i do agree too that i look very yound. I was wearing black dance pants, a red sweatshirt and jean jacket today. In spite of all this, after today, I have decided that i will begin wearing work clothes for the work place to my high school and change there (i.e.- wear heels, slacks, a blazer, etc.). I want to start playing my role as a respected grown up teacher where i do not have to worry about being mistaken for a high schooler. I already am a little nervous knowing that my students now know that i am twenty. Dressing grown up will build my confidence as a professional teacher and hopefully gain this recognition.
Thursday, February 22, 2007
3rd Class (February 15)
The first thing my class did today was examine a map of the Pacific Ocean. I do not want to doubt my students, but I have to be sure that they are aware of where Tahiti is located on a map. Now I am positive that they know where this dance that I am teaching them comes from. This enhances their geographical awareness.
After warm ups, we watched a video of my dance group perform Mokore’a (the Tahitian dance that I am teaching the class). I wanted them not only to see my group, but to see how the story is portrayed in a live performance with costumes and drummers for an audience. I wanted my students to look at the dancers’ facial expressions and the noises they made while dancing. I was pleased to see the whole class quiet and focused on the television screen. I wanted them to know that I was teaching them the same exact choreography that my group performs. After viewing Mokore’a the class asked to watch my solo performance. By watching my performance I was able to ask them what moves they saw me doing in what variation. Girls raised their hands naming moves I had taught them but explaining how I had changed it or did a different variation of it. Another interesting aspect in watching the film was the fact that I was able to show the diversity of my group. My group has a lot of Filipino, Hawaiian, Samoan, Japanese, Mexican, and even African American dancers. Most of the dancers are mixed. I had my students identify this after watching the film and I think they were surprised to learn that you do not have to be Tahitian to dance the dance.
When we were finished watching the DVD we moved back to the dance floor. The girls were enthusiastic and excited to dance Mokore’a. I really feel that the culture and dance of Tahiti is now coming into context in their brains. My students have now seen and learned what Tahitian dance is. They know where the dance comes from and who performs it. My whole purpose for this class is cultural awareness and respect for diversity. I think we’re slowly getting closer to this thought every week.
After warm ups, we watched a video of my dance group perform Mokore’a (the Tahitian dance that I am teaching the class). I wanted them not only to see my group, but to see how the story is portrayed in a live performance with costumes and drummers for an audience. I wanted my students to look at the dancers’ facial expressions and the noises they made while dancing. I was pleased to see the whole class quiet and focused on the television screen. I wanted them to know that I was teaching them the same exact choreography that my group performs. After viewing Mokore’a the class asked to watch my solo performance. By watching my performance I was able to ask them what moves they saw me doing in what variation. Girls raised their hands naming moves I had taught them but explaining how I had changed it or did a different variation of it. Another interesting aspect in watching the film was the fact that I was able to show the diversity of my group. My group has a lot of Filipino, Hawaiian, Samoan, Japanese, Mexican, and even African American dancers. Most of the dancers are mixed. I had my students identify this after watching the film and I think they were surprised to learn that you do not have to be Tahitian to dance the dance.
When we were finished watching the DVD we moved back to the dance floor. The girls were enthusiastic and excited to dance Mokore’a. I really feel that the culture and dance of Tahiti is now coming into context in their brains. My students have now seen and learned what Tahitian dance is. They know where the dance comes from and who performs it. My whole purpose for this class is cultural awareness and respect for diversity. I think we’re slowly getting closer to this thought every week.
Friday, February 9, 2007
the difference btw talkers and non-participators
Though it may feel like I am yelling at my students, talking really loud so that I am projecting my voice throughout the room keeps the attention of the class. This is one thing my partner teacher mentioned to me after my last class. Today, at the beginning of the period, up until the end of the period, I kept a loud voice. I tried to make eye contact with all the girls when I was giving direction and advice. I called out on students who disrupted the rest of the class and who made it hard for me to teach when they were talking to a peer. I also expressed gratitude when a student asked a good question, performed a move well, or showed effort, as well as, congratulated the whole class after every time we ran the dance through to the music.
Although, I tried to keep a strong presence in the room, I believe there is nothing I can do about the talkers. These are the ones always talking, whether it’s to a friend or to themselves, even after I have asked them to stop or mentioned how “they’re wasting time after every time I have to tell them to be quiet.” This sounds like I act like mother superior, but really, I smile, laugh, and try to have a good time with my students. My engergy is up and positive.
Maybe the only way a teacher can get a student to stop talking is if they are teaching something that particularly interests the student. This is a difficult situation for me knowing that my students did not specifically choose to learn Polynesian dance. What do I do when students just stand there not wanting to participate? For the non-participators, the students who will suit up for P.E., but do not dance, I give them the choice to stand in the back line if they want. However, if they are not dancing they receive a zero for the day.
What is interesting is that the talkers and the non-participators are not usually the same students. This creates two different problems in the classroom. The talkers make it hard for me to teach and for the other students to learn, while the non-participators receive zeros.
Although, I tried to keep a strong presence in the room, I believe there is nothing I can do about the talkers. These are the ones always talking, whether it’s to a friend or to themselves, even after I have asked them to stop or mentioned how “they’re wasting time after every time I have to tell them to be quiet.” This sounds like I act like mother superior, but really, I smile, laugh, and try to have a good time with my students. My engergy is up and positive.
Maybe the only way a teacher can get a student to stop talking is if they are teaching something that particularly interests the student. This is a difficult situation for me knowing that my students did not specifically choose to learn Polynesian dance. What do I do when students just stand there not wanting to participate? For the non-participators, the students who will suit up for P.E., but do not dance, I give them the choice to stand in the back line if they want. However, if they are not dancing they receive a zero for the day.
What is interesting is that the talkers and the non-participators are not usually the same students. This creates two different problems in the classroom. The talkers make it hard for me to teach and for the other students to learn, while the non-participators receive zeros.
Friday, February 2, 2007
wanna dance?
How does a teacher get a student to participate in a dance class? Students will not gain an appreciation for what they learn if it is forced upon them. In my first residency class yesterday, a student named Brew standing front and center of the line-up would not involve herself in the Tahitian dance basics I was demonstrating. Maybe she was not taking part in my lesson because she thought it was stupid. I was disappointed but could not let it distract me from teaching the rest of my class of 40 students. I felt like I had no choice but to leave her behind. Maybe I should have told her to sit down if she was not going to participate.
As I continued teaching, students would laugh and giggle making me feel insecure. "They don't like my dancing," i thought to myself and became offended. Therefore, I asked them, "Why are you all laughing? Does this dancing look funny or feel funny?" They replied, "both!" I realized that these 9th grade girls felt awkward learning a new dance form that involves rotating their hips. (For me, which I want my girls to recognize, is that Polynesian dance can be a big form of empowerment for young women, but we'll get into that later... )
Towards the end of class I alternated the front line to the back, then the second line after five minutes has passed, and so on. I observed when Brew had moved to the back line that she started to dance some of the moves. I should have alternated the lines earlier in the course of the class for the reason that students who felt uncomfortable dancing in front of their peers could feel at ease doing the movements out of view. Now, my obstacle will be making sure that these students who feel more comfortable dancing in the back continue to participate.
As I continued teaching, students would laugh and giggle making me feel insecure. "They don't like my dancing," i thought to myself and became offended. Therefore, I asked them, "Why are you all laughing? Does this dancing look funny or feel funny?" They replied, "both!" I realized that these 9th grade girls felt awkward learning a new dance form that involves rotating their hips. (For me, which I want my girls to recognize, is that Polynesian dance can be a big form of empowerment for young women, but we'll get into that later... )
Towards the end of class I alternated the front line to the back, then the second line after five minutes has passed, and so on. I observed when Brew had moved to the back line that she started to dance some of the moves. I should have alternated the lines earlier in the course of the class for the reason that students who felt uncomfortable dancing in front of their peers could feel at ease doing the movements out of view. Now, my obstacle will be making sure that these students who feel more comfortable dancing in the back continue to participate.
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