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.

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.

Opening

Hello Desi!

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.