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...