As I watched the 6th graders prepare for a performance today it was like watching a totally different class. They were focused and attentive to the instructions given. I don't know what brought about this change in them, possibly the pressure of an upcoming dance performance, which for most of them is their first. It was nice to see them actually putting all of their energy into their dancing, instead of each other.
In the second half of class, Ms. Donk decided to give some hip hop material. As the assistant, I had to not only demonstrate all of the exercises multiple times, but I also had to assist each group as they went across the floor. Hip hop is in no way my forte. In fact, I probably was one of the worst dancers that could have assisted that class. However, the kids were looking at me as if I was Jennifer Lopez. So, I guess I fooled them...silly kids..

Helping...finally!

Last week Mr. Trapp FINALLY talked to Ms. Donk about the situation Melissa and I were in. She said she was just about to shift gears with the class, so we would be more helpful. Although she said this, I was still a bit skeptical. Today I went in to assist them and found that she kept true to her word. I was of more assistance today than ever before. I demonstrated exercises, gave individual assistance, and kept the kids quiet while Ms. Donk was teaching. If she continues to keep up with this lesson plan, I see myself being loads of assistance.

Progress on Process

Today I met with Mr. Trapp once again to try and finalize the topic of my research paper. The "science of process" wasn't exactly working out because of a lack of available research. Instead, I will observe the "anatomy of process." I will study the processes of multiple performers (in dance as well as other areas) and observe their approaches to process. Hopefully, this paper will still be somewhat of a handbook for myself and others like me, who have issues with sticking with something once they start.

Of no assistance...

When I went in to assist the 6th graders today, I knew I was behind on their choreography.  What I didn't know was that they had finished the piece, and were already working on perfecting it. During the class I wasn't of much assistance, because I don't know the choreography.  Instead of them looking at me when they forget a step or need help with it, I have to look at them to see what's coming next.  When I got back to class I asked Melissa how she was feeling about it.  It turns out that she feels the same way.  We both feel like we're wasting our time as well as the teacher's, which isn't good because we want to be there and actually be of assistance.  We talked to Mr. Trapp about it, but he doesn't understand.  His response was "so just learn the choreography, just go to her and get her to teach it to you."  That seems to be the quick fix, but it really isn't.  The actual quick fix would be for us to visit them more often, which just isn't possible.  We're stuck assisting a class that we can't assist for another 4 or 5 weeks, until she gets a new batch.  Hopefully we'll be able to keep up with them.

Mix it Up

Every nine weeks the 4th grade dance exploratory classes switch.  Today when I went in I found out that we would be getting a new batch of kids.  Mrs. Birdsinger warned me that there were all different types of personalities in the class, but I don't think I took her seriously enough. When we started to sit around and talk was when I saw a few personalities come out, and when we started to move was when I really saw them.  One girl is nine going on nineteen, another refuses to dance or even talk.  The boys are much more energetic than the ones in the last group, however they don't focus that energy into dancing.  The boys in the last class were more open to exploring new ways of moving, while the boys in this class are more open to pushing each other around.  However, even though they make me want to scream sometimes, they really are all genuinely sweet kids, and are so excited that Melissa and I are there to help them.  I've already learned so much from this experience, but most importantly I've learned to be more patient.

Ummm...

For some reason or another I keep getting mixed signals from the 6th grade class.  One day they're eager to learn more and the next they have the attention spans of ants.  I guess it must have a lot to do with their age.  

Because I only assist the 6th graders once a week, it really is hard to keep up with them.  The choreography they are learning is quite simple, however by the next time I see them they've already had at least three or four classes.  I feel like I can't really be of much assistance, because I only know small parts of the choreography, and when I'm supposed to be there assisting I'm there playing catch up.

Celeb Status

After having a good class with the 6th graders on Monday, I was extremely excited for my 4th graders today.  From the minute we walked in class they were thrilled that we were there.  They were excited to show off their warm-up  and across the floor skills.  Little did they know, the teacher, Mrs. Birdsinger, asked Melissa and I (Melissa also assists the 6th and 4th graders) to do the same combination across the floor.  When their classmates went across they would chatter and not pay attention, however when Melissa and I went across they were still and sat quietly.  It was like they were in awe of two actual dancers dancing across the stage.  When we finished the combination they clapped and cheered as if we were celebrities. One girl even embraced me in a hug.  They really do look up to us, and look forward to the days when we assist them.  One girl asked "why don't y'all come everyday?"  So far this experience has made me love working with kids even more, and it has made me more appreciative of my talents.

From argh to aaah...

Last week in dance senior project class, Big Daddy Da Bomb (who has requested that I identify him this way)  asked that each dancer have 2 minutes of choreography by our next class meeting. Unwillingly, I complied with this request.  I found it much more challenging than usual to come up with choreography.  I'm not sure if it was knowing that this will be my final performance at Lusher, or if it was just the senioritis kicking in.  Finally, I worked through it and prepared and performed my 2 minutes of choreography for the class. In the next class meeting, I reviewed the choreography I came up with and realized that it is total crap.  I decided that it's unsalvageable, and the only way for me to make it better is for me to start over.  I told Mr. Da Bomb about this decision, and he seems to think I should try to salvage 1/3 of it, and incorporate new, better choreography into it.  I completely disagree, but I'll see what I can do...

I met with both Mr. Da Bomb and Mr. Trapp today to narrow down what would specifically be the topic of my research paper.  We decided that because I have a problem with committing to something I start, (ex. me wanting to flush away all of my choreography) that should be my topic.  In other words, I will write a paper about the science of process, and what it to takes to stay committed to something; in a sense I will be coming up with a self-help book for myself and for others who share my problem.  

On another, more pleasant note, I realized that after assisting the 6th graders today, I may have been wrong about them. Today they started learning new, somewhat rigorous material. They were more focused, and more eager to get their questions answered and learn more material. Maybe I shouldn't have given up hope on them so soon...

teaching? or herding ants?

After having a few weeks under my belt as a teacher's assistant, I honestly have a new respect for teachers.  Trying to control a class of 20 sixth graders at the end of the school day is no easy task, and I'm only the assistant.  In addition to working with the sixth graders, I work once a week with about 25 fourth graders.  They are more rambunctious than the sixth graders, but in some ways easier to "tame."  Lots of them honestly do love to move, and are eager to learn more and show me what they know.  They're less self-conscious and are more willing to try new things than the sixth graders are, probably because of the age difference.  Overall, this teaching experience has been a very positive one so far.  I'm getting to work with children, dance, and ease the stress of two dance teachers.  Now, if I could only get those sixth graders to stop talking and just dance...

Finally, Progress!

I'm Jessica, a 16 year old senior at Lusher Charter High School in New Orleans, La.  Lusher is an arts based school, and I'm a level-four dancer.  Part of being in level four means that upon completion of the level, you must create, complete, and present a senior project.  In addition to having to complete this senior project, I signed up for an actual senior project class, which means I'll be completing two senior projects.  I was told to start thinking about ideas for my projects.  Over the summer I thought and thought, but nothing came to me.  I went into my senior year with no ideas for my projects.  Mr. Trapp (my senior project advisor) seemed to have given up all hopes he once had for me.  I really didn’t want to let Mr. Trapp (or myself) down, so I thought even more.  The more I thought, the harder it was for me to come up with something.

After being in school for nearly three full weeks, I finally closed the gap on what would be my topic.  Through the course of the year I will develop a series of dance classes, one at an elementary level, one at a middle school level, and lastly a master class.  For the presentation component of the project I will teach all of the classes, as well as record them for the potential of them being distance learning classes (classes that are taught around the country).  In addition to developing these classes, the civic component of my project will be assisting a dance teacher once a week with teaching a 6^th grade dance class, as well as assisting an elementary school dance teacher with her classes.