Reflection and Self-Evaluation

As an educator I encourage my students to take an intentional, positive attitude about

interacting with each other. To bring out the best in themselves, each other, the school and, when
necessary, their environment including all involved. There were multiple reasons why students
were successful and not successful in capturing this vision. In the beginning of the unit I gave out
a pretest including a labeling section. I gave it, not so much to measure their knowledge, but to
introduce the concept of what anatomy is and why they needed to understand the terms. Only a
few students could label more than 5 body parts out of 21. I expected that. Which I believe now
was a wrong expectation. The pre-test should not include material I expect they have never heard
of. My poor students only suffered embarrassment and confusion for 5 minutes starring at large
amounts of unanswered questions.
My second activity involved isolating body parts and writing in the air letters of their
name, first or last. I thought that if I helped them for 15 minutes learn how to move one body
part at a time, they would feel comfortable enough to create their own sequence of movements
isolating body parts. I was wrong. I didnt go to the next level of asking my students to use what
they learn to better relate to each other and the movement task. I did not go to the next level of
facilitating relationships between my students developing greater tolerance for modern dance and
increasing mutual respect for one another right at the beginning. Timid, shy and scared students
filled the room as I suggested they move on impulse. Improving was going to have to be
explained thoroughly before I attempted leading them through it.

Teaching choreography was much easier and managing the class came a lot smoother.
Students felt less pressure to compare each others technical skill. Because everyone was
learning new movement, the level of application was equal. The anticipation of what I was going
to add next kept them engaged. Those reluctant to move were easy to spot, and invited to move
to the front or stand next to a friendly and inviting dancer. Every time those more reluctant
improved and their energy level increased.
When I taught warm ups, they had to be set choreography, or very detailed steps. When I
reviewed anatomy with them the most successful activity was attaching at the parts of the body I
called out. It turned into a fun high energy competition for some, and other students it was too
difficult. If I do that warm up again, I would begin by personal touch, then touching that body
part to the floor or some part of a wall, then I would transition in to partnering. That way,
students build confidence and I can assess their progress before they interact with physical
contact. If I had a male student in this class I would make sure there was a built respect in and
combinations of body parts touching were appropriate.
Students who were very successful in the post test were fully engaged in class every day.
In their subjects they attend the honors class. Some students would be asking questions for
clarification. One student particularly that starts off reluctant did really well on the post test
because I ask her to demonstrate for me specific movements. That teaching tool helped the
students as well. These students seem to work well under pressure. So the day I handed out the
post-assessment, these students were rushing through their notes all the way until the very last
minute. They valued success. Those students, who did poorly, could not remember so many
terms all at once. A modification I would add is a word list, and for my two ESL students I would

give that section orally and instead of writing down the word, they would point to their body
part.
This particular activity was the most successful in motivating students to choreograph.
They had to pick favorite locomotor steps and combine them with favorite axial movements. The
problem solving and time it took them to figure this out was so fun to observe. Those reluctant to
begin were paired with another dancer, and at once every student was moving and challenging
their boundaries. This activity gave me time practice side coaching which the students need more
of, when they are on their own. Side coaching improved any of my activity modifications and
student learning, because I gave more personal and specific praise. You are moving with such
control. There is a lot of space your arms can take up if you just extend through your torso
more. If keep dancing like that your feet will be stronger than mine. I also was able to write
down comments on their list of choreography as I watched them perform. After looking at my
comments I saw their confidence increase, and their respect for modern dance seemed to develop
overnight. My favorite non-pedal locomotor step to teach was rolling because of the familiarity
and memories flooding back of being young and childlike laughing and getting a little dizzy.
Dance is evolving through generations. To stay up to date and professionally competent, I
have decided to subscribe in various dance journals. I am planning on taking a summer
intensives workshop with RDT. My husband will still be a student for the next year and a half, so
I have access to the Herald B. lee Library and the Dance textbooks in circulation. My vision is to
reach a level of specialty researching and teaching curriculum and dance integration. This will
help me create a profile of myself on my resume as well as with various networking relationships
in Utah school districts. Integration is my number one motivation to be a dance teacher. The

creative skill level accompanied by the notion that one can teach math through dance or science
and dance, stirs something strong with in me. I struggle with new material, so integration is
perfect for filling a well of numerous lesson plans and new activities. Other subjects bring so
many different perspectives which will make me well-rounded while staying balanced in other
elements of my life including spiritually and emotionally.
The pre-assessment given is not exactly the same as the post-assessment. I did not know
ahead of time what I exactly wanted to collect data for this project when I made the preassessment. As you will see from the appendix the anatomy section is the only thing that stayed
the same. All the other questions except defining being grounded were different. This
happened because of my initial body unit combined with my motion unit changing the post
assessment to include elements of motion. Instead of measuring their technique in strength and
agility, the class was successful being assessed in exploration of body isolations, locomotor, and
axial movement through set choreography. Exploration by improvisation was not successful.
Often if asked to move on impulse, they would stand in one spot insecure and intimidated.
Reasons for such a response resulted because of unclear cues from instructor, reluctant students
grouping together, lack of meaning making and weak relations between students.
However, when taught set choreography, the students stay engaged and focus on the task of
copying as much as they can with what is set before them. The most participation I received from
this class was during an across the floor sequence involving locomotor steps.
Modern dance was entirely off their radar until this class. I would make sure next time I teach
this unit; I will build a strong foundation of what Modern dance is and where its origins. As
anxious as they were, some were more reluctant to step out of their comfort zone than others.

Usually I have a set plan for these students. I greet all of them with a smile and look them in the
eye as I call their name in roll call. This forward presence made it easier for me to create a strong
respectful relationship. Although we created a respectful relationship, this technique did not
encourage forward thinking and meaning making. I reluctantly took too long to introduce the
students to each other. Now the class is almost over and I have to remind them to find different
partners and introduce themselves.