How High Can You Jump and How Softly Can You Land?

Dance teachers know to teach their students to bend their knees when coming out of a jump.  It is how a dancer lands without a big "thud."  It is how to cushion a landing.  It is a necessity in taking care of a dancer's ankle, knee and hip joints. In essence the bend gives the dancer the ability to stay grounded.

When a dancer bends her knees, she feels more connected to the ground and can easily push off the floor and land comfortably back down.  She can do this over and over again with no ill affect on her body. 

This concept can apply to more than just jumps.  (I often tell my sister to bend her knees when she is anxious because her voice becomes three octaves higher.)   When emotions start to overtake a person, the body can get locked, energy gets stuck and we loose our ability to be resilient.  When we bend we are not rigid and therefore we don't break.

This is a great skill to teach young children.  It is never to early to teach resilience.  Try this dance activity with your children/students:

How High Can You Jump? 

1. Bend your knees. Push off the floor and land with a bend in the knee.  Now push off again.  Do ten in a row.
2. Do the same activity without bending your knees.
3. Ask the students which way was easier?  Which exercise allowed the body to jump higher?
4. Bending our knees enables us to cushion our landing.  The softer the landing the quicker we are able to jump right back up!
5. How else do we take care of ourselves in dance?  (Following directions, stretching, etc.)
6. How do you take care of yourself when you are frustrated with a dance move?  Do you have a bend in your attitude?  Are you kind to yourself so you can try again with ease?  Do you lock your emotions or bend and let them flow?

We all have to land.  Gravity will not let us do otherwise.  It is the way in which we fall back to the earth that will enable us to get back up either in a jump, leap or an actual fall.  Teaching both technically and mentally how to land is essential to all dancers ( and children.)

Have fun landing with bent knees with the children in your life!

Sincerely,
Stacey

Mirrors out, Dance in!

I decided to take a teacher training course in Yoga to study movement from a new angle.  As you might guess there are so many similarities in focus, caring for the body and stretches/movements/poses.  I was surprised that I do so many yoga poses in my dance teaching without knowing it. 

There is a big  focus on how the body feels, listening to your body's  "edge" and not doing anything that creates pain.  I believe this 100% in dance but I do not feel that children are taught this as much as they should.  The concentration can be overwhelmingly on how something looks and "no pain no gain."  Now I know that dance is different then yoga. Choreography of course is different but that does mean that these principles should be lost.

I love teaching young children because they are not focused as much on how something looks as much as how it feels. I try not to use mirrors because I think this sends the wrong message to young dancers.  The focus should be more internal and less external.  Freeing themselves of inhibitions should be encouraged.

Try teaching some dance classes without the mirror and observe how the movements change and how your students react.  It could be a great exercise in learning how you teach, how you describe movement and how they interpret it as well.

If children explore what their bodies can do, how their bodies feel and what muscles are being utilized the end product are dancers who are healthy, confident and will be able to transition from young dancers to performers.  And it will also promote a life long love of dance.

I didn't realize when I decided to learn more about Yoga that it would strengthen my beliefs about dance.  I am looking forward to learning more!

  

Space - never ending and always worthwhile to explore

My daughter is 8 years old.  She is spirited and full of energy.  Her space is boundless which means her space can inadvertently invade my space and the people around her.  She likes to touch, get close, and hug.  As I work with her on understanding her spatial boundaries I think back on the words in dance that I use to teach space.  These are the same words I use to help her keep her spatial boundaries with others.

For example:

1. Respect other people's personal space.   Don't get more than arms length from someone ( even if it is your best friend.)
2. Hands to yourself.  When you touch someone, you are putting your body into their space.
3. Do not push someone out of your way.  There space is just as important as yours.

Funny how I taught her this in dance but yet it needs to be relooked at, relearned and remembered.  This is a perfect example of the way we learn.  We relearn and re-explore as we get older.  We are always learning the information on a deeper level.

Another element I am working with her is energy.  When she walks up to a group a kids she is so excited that her energy does not always match the group.  When I teach dance, I always ask the kids to listen without words. Sense the groups dynamics, energy level and focus.  These are the same things I am reteaching to her now.

And lastly, effort.  Sometimes we need to be strong and other times light, depending on the situation. Whether it be touch (like picking up the dog) or a light or strong way of talking.

The lessons we are taught in dance stay with us, whether we are dancing or not, teaching dance or not.  They are universal.  So the next time you are not teaching a dance class, see if you can utilize your dance knowledge to keep the training going - but in a different environment without dance attire, mirrors of even a structured class.

Have fun explore dance concepts outside the dance studio/classroom with the little ones in your life.
Sincerely,
Stacey

The Lion King is King!

My friend emailed me this article last week and I was so excited about what I read that I had to pass it on!  I was moved to read about The Lion King creating a special performance accessible for people with autism.  The arts are for everyone.  With a little understanding and a lot of love and care, the magic can be shared by everyone!  Read and enjoy!

http://parenting.blogs.nytimes.com/2011/10/05/to-broadway-with-autism/?emc=eta1

Have fun creating accessible dance and theatre experiences with the children in your life.

Sincerely,
Stacey

Before Class "To Do's"

I often write about what goes on in a movement class.  Activities you can do, themes you can explore.  Today I am going to focus on what should take place before a movement experience.

The To Do's before class   

Before teaching class let your students know:

1. That you are happy to be there.  Show enthusiasm - it is catchy!
2. What themes or ideas you will be exploring.
3. One or two things you are looking for in terms of behavior.  (Raising a quiet hand, eye contact, standing up nice and tall, etc.
4. That they should do their best.

Before sending your children off to dance class let your child know:

1. That you are happy they are going.  Show enthusiasm  - it is catchy!
2. They should think about what they will be doing or exploring in class. 
3. What you expect of them in terms of behavior (Listen to the directions, raise your hand when you want to ask a question, etc.)
4. Do your best.

Pretty much the same.

It does not matter if you are teaching a class or getting your child ready to take a class.  Preparing them is an essential component to their success.

A simple but yet important part of helping you child or student succeed is to let them know their schedule and/ or setting up a very predictable routine. My daughter knows that her 3rd grade class goes to art on Monday and library on Thursday.  She dresses appropriately for art and puts her library books in her backpack every Thursday morning.  Knowing her school schedule helps her emotionally prepare for her day.

Unfortunately I did not follow this rule today. 

I told my daughter that she had Tae Kwon Do as she jumped off the bus after school.  She had a hard time transitioning from playing with the kids in the neighborhood to getting ready for her martial arts class. It became stressful for both of us. Instead of following my list of "before class to do's" I focused on the before class "what not to do's." ( It wasn't as much fun and definitely not rewarding.)

Transitions are essential.  If your child or student has a smooth transition from one activity to the next she/he is more likely to be physically as well as mentally prepared.   And it is way more fun and much more rewarding for everyone. 

Have fun preparing for class with (and for) the children in your life.

Sincerely,
Stacey

Movement Modifications Makes Dance Accessible

I always say movement is for everyone - every age, ability and experience.  What I should also say is movement is for everyone regardless of  any limitations you might be experiencing.  I hear a lot of "I can't because" and usually it has to do with a body ailment ( bad knee, hip, back, etc.)  Believe me, I know what it is like to have a bad back and I also know how good it feels to move.  The trick is not to let the physical issue turn into a creative one!

I bring this up especially for teachers and parents.  If you can't get on the floor with your students, or you can't run you still can _____________________ (finish this sentence!)  

I have limitations due to a back injury but this does not stop my imagination.   Movement starts in the heart and works its way through the body.  If something hurts don't do it but do something else.

Here are some ideas:

1. Play fisherman - Have the children move around the space and pretend to catch one on your hook or in your net.  When your "fish is caught" then the fish becomes the fisherman.  The fisherman can't move her lower body (or she will rock the boat) so she must use her upper body to reel in the fish.  This exercise is great for someone who can't run or jump.  If it is hard to stand then sit and pretend you are sitting at the edge of a dock.
2. Create a hand dance.  Read The Very Hungry Caterpillar and have your hands do the dance.  First a little caterpillar munches on some leaves.  Then a big full caterpillar moves slowly because he is so full.  Create a cocoon with your hands and then slowly open up and explore the movements (flapping, open/close, soaring, etc.) of a butterfly.
3. Explore movement sitting down. Sit on a chair and move your trunk (torso.)  Have all the kids sit in chairs and create a chair dance.  How many ways can you bend and stretch in a chair?  How high and low can you reach?  How far side?  How far down? Can you roll your shoulders? Can you bend your knees and arms at the same time? 

The possibilities are endless once you modify movement to fit your specific needs.  You don't need feet to stand on/walk on / jump on to move and dance with little ones in your life.  Explore these possibilities and share the possibilities with the little ones in your life (and everyone in your life as well!)

Sincerely,
Stacey

After A Storm We Dance As a Community

In the Northeast we are still recovering from Hurricane Irene.  The storm was Sunday and more than half  of my town is still without power.  And because most of the houses use well water most people do not have water as well as electricity, internet or phones.  People as you can imagine can get a little cranky and frustrated without a hot shower and a hot cup of coffee but for the most part everyone has been reaching out to each other, lending a hand and laughing a lot. 

After the storm, my entire neighborhood stood together in the street, assessed the damage, helped each other take down tree branches as well as chatted and learned about each other's storm experiences. And while we talked, the kids played baseball in the rain. The next day the kids all played together from morning until night galavanting from house to house cleaning yards.  I was amazed at how the kids came together.  It was an exciting adventure and they were experiencing it together.

I think that is the biggest lesson I learned from this event.  When we feel like we are all in it together, a greater sense of good kicks in (whatever the "it" may be.)  We don't feel alone, isolated or picked on.  We feel supported, understood and united.

I wanted to share this experience to encourage you to create a sense of community in your school or neighborhood.  Instead of the parents in my neighboorhood asking the kids to go and clean up the yards ( which would never have worked) the kids came up with the idea themselves because they experienced the event together and wanted to do good together.

Create a dance project that comes from a need in your community.  Ask the children to brainstorm about current events to create a dance theme or school theme.  Find common ground to create.  And then let the kids at it!!

Have fun creating a sense of community and creating dance with the children in your life!

Sincerely,
Stacey 

New Spaces, New Experiences, New Dancers

I like to do research and  I am not talking about the kind of research you do before you write a term paper.  I mean getting to know my surroundings before I teach, attend a workshop or even a performance.  I have a tendency to get lost when I drive (even with my GPS) so sometimes I will drive to a location I need to be at a day or two before.  I like to check out the space I am going to teach in ahead of time if this is possible as well.  I like to be prepared so any surprises I might encounter are minimized. 

The same strategies can be applied to teaching/parenting children.  The unknowns are even more daunting for kids.  Children like routine, predictability and do not have the same understanding of time that adults have (meaning children can not be rushed!)

If you are a parent of a child taking dance for the first time, see if you can visit the school before the first day of class.  Try on leotards, tights, and shoes before the first day because sometimes kids need to get used to new tactile experiences as well.

If you are a teacher, invite children to the studio beforehand if possible.  On the first day of class take a tour of the studio.  Discuss how the dance space is different then their living room.  Are there any similarities?  And don't forget to tour the bathrooms!!

If the children are prepared you can help minimize any surprises they might encounter and ensure a smooth transition to a new class, school and experience.  (Parents and teachers will be more prepared as well!)

 Have fun researching your new surroundings and preparing your little ones for a successful dance year!

Sincerely,
Stacey

Dancing Words Creates Dancing Pants

I have written before about how much I love Shel Silverstein's poetry and how poetry or words can inspire movement.  Well, my dear friend was teaching a summer dance workshop and called me up with an urgent request.  She wanted to know if I could suggest a Shel Silverstein poem that her jazz dance class could use to create a dance.  I nearly leapt out of my chair with excitement.  (Okay - I did leap out of my chair.)  I have many books Shel Silverstein wrote but my absolute favorite is Where The Sidewalk Ends.

I began to suggest to my friend almost ever poem on every page of the book.  His poetry is so descriptive it just about begs a dancer to move to the words.  She decided on the poem Dancing Pants. 

Dancing Pants by Shel Silverstein (page 126 in Where the Sidewalk Ends)

And now for the Dancing Pants
Doing their fabulous dance.
From the seat to the pleat
They will bounce to the beat,
With no legs inside them
And no feet beneath.
They'll whirl, and twirl, and jiggle and prance,
So just start the music
And give them a chance-
Let's have a big hand for the wonderful, marvelous,
Super sensational, utterly fabulous
Talented Dancing Pants!

Hope you can come up with a dance for these dancing pants with the little ones in your life!

Sincerely,
Stacey

Simple Moves for a Simply Fabulous Dance

I just came back from dancing in New Hamsphire with my friend children's music singer/songwriter Steve Blunt.  He is in the process of  completing his new CD and he had the great idea of adding a bonus movement feature to the disc. The movements he created are simple and easy to remember because they mimic the words he sings.  It makes the songs interactive and the kids get to be silly as they listen to silly lyrics.  Dances do not have to be complicated to be effective and engaging.  In fact, sometimes the simplier the better!

You can use this idea to create simple movements to your favorite tunes. 

1. Choose a song that has a lot of descriptive words or clear actions.
2. Have the words of the song inspire three or four movements that can repeat throughout the song. (It is great to pull ideas out of the chorus since it repeats.) 
3. One or two of the movements should travel through the space and one or two should be stationary.
4. Create a beginning and end shape to the dance.
5. Make sure at least one movement engages the entire body.
6. Encourage the kids to use facial expressions as well. 
7. Be careful not to "act out" the song. 
8. Make sure the kids come up the movements with you!

 Simple dances are fun and do not require much space.  You can even have the kids pick out the music.  (Make sure to listen to the lyrics first before agreeing to the song.)

Have fun dancing to your favorite song with the little ones in your life.  And keep your movements simple for a simply fabulous dance!

Sincerely,
Stacey