Melanie discusses her experiences as a 18-year old dance student and assistant teacher. She has studied various dance styles for over 11 years and helped teach dance classes to elementary students for the past 5 years. Melanie describes how different ways of knowing, such as language, perception, and emotion, have impacted her learning in dance. She notes challenges with using vague dance terminology and with selectively perceiving dance movements. Melanie also explains how balancing stress levels impacts dance performance based on Yerkes-Dodson's theory. She reflects on applying what she has learned about ways of knowing to continue growing as a learner in college and dance.
This document discusses how the Alexander Technique can help musicians and singers. It argues that singing is a natural human ability, and that with the right instruction, all children can learn to sing in tune. However, some people are told at a young age that they cannot sing, and come to believe this. The document recommends that singers focus on communicating feelings and expressing beauty when practicing, rather than thinking mechanically, in order to help coordinate the body and singing voice. Maintaining a desire to communicate externally is important for performance.
This lesson plan is for a first grade class about zoo animals. The lesson aims to develop students' listening skills through a song, and to identify, produce and name numbers and colors. The teacher will review zoo animals, colors, and numbers one to three. New material will introduce numbers four and five through the song "Five Little Monkeys Jumping on the Bed". Activities include listening to the song, a worksheet matching numbers to monkeys, and whole-group participation. The plan provides for behavior management and support for students having difficulty with the language.
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.
Marcie has been teaching piano since she was 16 years old. She developed a talent for piano at a young age by playing songs she heard on television or from her sister's books. While she could play songs by ear, she struggled to read music. At age 8, her parents enrolled her in formal piano lessons, which helped her develop her gift despite also having some learning challenges in school. As a teacher, Marcie aims to help students discover their own musical gifts and talents, and offers different styles of lessons including group lessons to help with ear training and playing songs together.
The document provides a lesson plan for a kindergarten class focusing on shapes. The 45-minute lesson has the following stages: a routine singing circle to settle students, a video introducing shapes, presenting a tracing activity where students trace shapes with pencils and color them in, allowing time for the activity, and closing with cleaning up. The plan aims to help students consolidate shape vocabulary, recognize shapes, trace and identify them, and develop intrapersonal skills through individual work. Materials include flashcards, wooden shapes, a video, photocopies, and markers. The teacher provides scaffolding such as modeling the activity and asking questions.
- The lesson plan aims to develop students' listening skills through commands, songs, and identifying parts of the face.
- The teacher will revise commands and introduce parts of the face through songs, flashcards, and a face-forming activity.
- Students will work in groups to quickly form faces by gluing parts, then point to and name the parts along with the teacher.
- Listening and speaking skills will be integrated through commands, songs, and naming face parts. The teacher will assess understanding of vocabulary.
This document discusses how the Alexander Technique can help musicians and singers. It argues that singing is a natural human ability, and that with the right instruction, all children can learn to sing in tune. However, some people are told at a young age that they cannot sing, and come to believe this. The document recommends that singers focus on communicating feelings and expressing beauty when practicing, rather than thinking mechanically, in order to help coordinate the body and singing voice. Maintaining a desire to communicate externally is important for performance.
This lesson plan is for a first grade class about zoo animals. The lesson aims to develop students' listening skills through a song, and to identify, produce and name numbers and colors. The teacher will review zoo animals, colors, and numbers one to three. New material will introduce numbers four and five through the song "Five Little Monkeys Jumping on the Bed". Activities include listening to the song, a worksheet matching numbers to monkeys, and whole-group participation. The plan provides for behavior management and support for students having difficulty with the language.
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.
Marcie has been teaching piano since she was 16 years old. She developed a talent for piano at a young age by playing songs she heard on television or from her sister's books. While she could play songs by ear, she struggled to read music. At age 8, her parents enrolled her in formal piano lessons, which helped her develop her gift despite also having some learning challenges in school. As a teacher, Marcie aims to help students discover their own musical gifts and talents, and offers different styles of lessons including group lessons to help with ear training and playing songs together.
The document provides a lesson plan for a kindergarten class focusing on shapes. The 45-minute lesson has the following stages: a routine singing circle to settle students, a video introducing shapes, presenting a tracing activity where students trace shapes with pencils and color them in, allowing time for the activity, and closing with cleaning up. The plan aims to help students consolidate shape vocabulary, recognize shapes, trace and identify them, and develop intrapersonal skills through individual work. Materials include flashcards, wooden shapes, a video, photocopies, and markers. The teacher provides scaffolding such as modeling the activity and asking questions.
- The lesson plan aims to develop students' listening skills through commands, songs, and identifying parts of the face.
- The teacher will revise commands and introduce parts of the face through songs, flashcards, and a face-forming activity.
- Students will work in groups to quickly form faces by gluing parts, then point to and name the parts along with the teacher.
- Listening and speaking skills will be integrated through commands, songs, and naming face parts. The teacher will assess understanding of vocabulary.
Marcie Shaver has been a piano teacher since age 16. She grew up with a natural talent for music, able to play songs from commercials just by hearing them. While she struggled in school, music came easily to her. At age 8, her parents enrolled her in piano lessons where her teacher recognized her gift and persevered with her despite challenges. Now, Marcie teaches piano to help others discover their musical talents and gifts. She offers group lessons to help with ear training and playing together. Upcoming articles will discuss new styles of music creation from the perspectives of child musical geniuses.
This summary provides the key details from the document in 3 sentences:
This document describes a trainee's experience doing their secondary practicum at a public school in Pigüé, Buenos Aires, Argentina. The trainee observes that most students come from disadvantaged backgrounds and have difficulties concentrating. The English class has 25 students aged 14-15 who have a poor level of English and rely on the teacher translating everything into Spanish.
Marcie Shaver has been a piano teacher since age 16. She discovered a natural talent for music as a young child, able to play songs she heard on television without being able to read music. At age 8, she began formal piano lessons where her teacher recognized her gift and persisted in helping her develop her skills, despite learning challenges. As a teacher, Marcie aims to help students discover their own musical talents and gifts, and offers both individual and group lessons incorporating different styles and techniques to engage students.
The teacher values diversity in learning styles and perspectives that students bring. They seek to create a comfortable classroom where students can freely express needs and opinions to benefit all.
The teacher is devoted to providing an exciting, challenging learning environment where students and teacher can pursue learning. Students are treated with respect in a safe space to discuss topics openly.
The teacher helps students build understanding by activating prior knowledge and testing it against new concepts. Deeper understanding comes from internalizing and applying knowledge creatively.
Rodrigues - TPD - Primer Período - Planificación 5Natyrod1984
This document provides details of an English lesson for young students in Argentina. It introduces new vocabulary words for shapes - triangle and rectangle - through a video. It then revises previously learned shapes like circle and square. Students practice identifying and saying the new shapes. They also complete a worksheet coloring shapes according to the teacher's instructions to reinforce the vocabulary. The goal is for students to be able to identify and say the names of the shapes.
Lessons plan 1 practices 1 portfolio copiaAnaliaOrelia
The document provides a lesson plan for an English class at a kindergarten in Argentina. The 45-minute lesson introduces greetings and vocabulary related to mood. Activities include singing a hello song, guessing moods, and making puppet faces. The plan aims to develop language, interpersonal, intrapersonal and other skills through play using a puppet character to engage students. Scaffolding strategies support learning and classroom management is addressed.
Rodrigues - TPD - Primer Período - Planificación 1Natyrod1984
This document provides a lesson plan for a kindergarten class introducing vocabulary about school objects. The 30-minute lesson begins with a routine song to greet the students. Next, the teacher revises colors with flashcards and a song. Then, the new vocabulary words for pencil, paper, book, and crayon are presented and repeated. The students practice identifying and grouping the objects by color. The lesson closes by singing a goodbye song. The goal is for students to learn and recognize these common classroom items.
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
The document is a lesson plan for a kindergarten class. It introduces new vocabulary about school objects and shapes. During the lesson, students will learn to identify and name school objects like crayons, pencils, and glue. They will also practice following simple instructions and developing listening skills through songs. A variety of activities are planned, including using hand puppets to review weather vocabulary, playing a game to practice object names, and coloring worksheets.
The document is a lesson plan for a 45-minute English class for 5-year-olds focusing on shapes and transportation vocabulary. The plan includes learning objectives, materials, activities, and assessment. The activities progress from a circle routine to introduce the topic, to a guessing game with shapes, to drawing transportation and finishing a craft by decorating buses and trains in groups. Scaffolding strategies like modeling and questioning are included to support student understanding and participation.
This short film script follows two groups of sixth form students and their eccentric teachers. It shows various scenes of the immature antics of the boys - Craig, Peter, and Barry - in between classes, where they joke around and get in trouble. The girls - Emma, Alice, and Lucy - gossip in the bathroom. Both groups struggle in their lessons as the teachers behave oddly, with one obsessed with bees. Though the students and teachers clash at times, there is also mutual understanding between them as they work to get through the school year together.
Cintia observed her first kindergarten class and found the atmosphere to be friendly. The teacher led the lesson by playing games, singing songs, and revising colors and numbers through flashcards and chants. For her second observation, the teacher taught parts of the body through gestures and songs. Cintia noted the teacher built respect but did not provide meaningful context for the activities. In her first teaching lesson, the students were respectful but less engaged. She realized she needs more engaging activities like movement games. In subsequent lessons, Cintia found activities involving singing, gestures and games motivated the students more. While still improving her timing and confidence, Cintia enjoyed teaching and found her chosen career rewarding.
Rodrigues - TPD - Primer Período - Planificación 4Natyrod1984
This document provides a lesson plan for a kindergarten English class on shapes and school objects. The plan aims to introduce the shapes circle and square, review previously learned school objects, and practice related vocabulary. Key activities include a warm-up game to review objects, presenting the new shapes with flashcards, and an activity where students place flashcards into cardboard shapes on the floor. Assessment is through student identification of objects and shapes. The 30-minute lesson concludes by singing a goodbye song.
Rodrigues - TPD - Primer Período - Planificación 3Natyrod1984
This document provides a lesson plan for a kindergarten English class. The lesson aims to teach students vocabulary for school objects like table and chair, as well as adjectives like big and small. The 30 minute lesson begins with a greeting song and warm-up game to review previous vocabulary. New words are then introduced through pictures and gestures. Students practice the new vocabulary in a game where they pass flashcards around and identify the object and its size. The lesson ends by singing a goodbye song.
Rodrigues - TPD - Primer Período - Planificación 2Natyrod1984
This document provides details of an English lesson for young students learning school vocabulary. The lesson aims to introduce new vocabulary words for "glue" and "bag" while revising previously learned words. Students will watch a video song labeling different objects, then practice the vocabulary through a worksheet matching school objects to colors. Potential issues are addressed, such as students struggling with pronunciation. The 30-minute lesson consists of an opening routine, warm-up activity, vocabulary presentation watching the video again, a worksheet activity, and closing song.
The document summarizes a teaching practice session given by Natalia Klein. It took place at Cem 24 school with 20 elementary level students. The 40-minute class focused on revising jobs vocabulary and introducing plural forms of the verb "to be". Students practiced identifying jobs, answering questions, and correcting sentences. They worked individually, in pairs, and groups. The class aimed to develop reading, listening, and language skills through integrated activities using articles, interviews, and exercises.
The document summarizes an English lesson for beginner level students. The lesson focused on teaching animals, colors, and numbers from 0-12. During the 75 minute class, students sang greeting songs, played identification games like domino and bingo to practice the new vocabulary, and did a writing activity describing their day. The teacher used visuals, gestures, and repetition to help students with pronunciation and understanding as they developed their listening and speaking skills in English.
This lesson plan summarizes a 75-minute English lesson for beginning level students around the topics of animals and colors. The lesson includes a welcome routine singing songs with actions, reviewing animals and colors through flashcards, introducing 3 new animals, playing animal and color bingo, writing the date and names, tracing animal names, and coloring animals by following instructions. The plan aims to develop students' vocabulary, listening, speaking, and writing skills through interactive activities incorporating movement, games, tracing, and coloring. Feedback is provided at the end to focus context setting, the writing task, and using the target language as much as possible.
This document discusses using songs and music in the English language classroom. It can be used at the beginning, during, or end of class to develop listening and pronunciation skills, introduce new vocabulary, stimulate discussion, test comprehension, and simply be enjoyable for students. Specific activities mentioned include filling in gaps, finding words, answering questions, and using songs as a springboard for other lessons. The document also notes the health benefits of music like improved motor skills, decreased tension, regulated breathing, reduced pain and heart rate, and elevated mood. Overall, it advocates incorporating songs and music into lessons in many ways.
The document summarizes the author's observations from their teaching practicum at a kindergarten. It discusses several classes where the author taught English to beginner students around the topic of school objects. Some of the key points covered include: the challenges of not knowing all the students' names and the classroom routines; having to adapt lessons when things did not go as planned, such as one class being moved to the library due to flooding; receiving feedback from tutors on how to improve activities; and seeing growth in student engagement and enjoyment of the lessons over time.
The document is a graduation project script by Miyuki Jitsuyama about how different ways of knowing have affected her learning experiences in dance performance. It discusses how perception, language, and emotion as ways of knowing relate to dance. Perception involves sight, sound, and touch which are important for audiences. Language can be communicated through gestures and body language. Emotion is often expressed through primary emotions in dance pieces. Learning about ways of knowing helped Miyuki understand dance from the audience's perspective and improve her choreography.
The author discusses their extracurricular activity of after school dance. They began dancing at age 3 but stopped after half a year, then rediscovered their passion for it in 9th grade. Dance allows the author to express emotion and perception. They feel they learn better by dancing with raw emotion rather than just following steps. Dance also helps the author feel more emotionally connected to the world around them.
Marcie Shaver has been a piano teacher since age 16. She grew up with a natural talent for music, able to play songs from commercials just by hearing them. While she struggled in school, music came easily to her. At age 8, her parents enrolled her in piano lessons where her teacher recognized her gift and persevered with her despite challenges. Now, Marcie teaches piano to help others discover their musical talents and gifts. She offers group lessons to help with ear training and playing together. Upcoming articles will discuss new styles of music creation from the perspectives of child musical geniuses.
This summary provides the key details from the document in 3 sentences:
This document describes a trainee's experience doing their secondary practicum at a public school in Pigüé, Buenos Aires, Argentina. The trainee observes that most students come from disadvantaged backgrounds and have difficulties concentrating. The English class has 25 students aged 14-15 who have a poor level of English and rely on the teacher translating everything into Spanish.
Marcie Shaver has been a piano teacher since age 16. She discovered a natural talent for music as a young child, able to play songs she heard on television without being able to read music. At age 8, she began formal piano lessons where her teacher recognized her gift and persisted in helping her develop her skills, despite learning challenges. As a teacher, Marcie aims to help students discover their own musical talents and gifts, and offers both individual and group lessons incorporating different styles and techniques to engage students.
The teacher values diversity in learning styles and perspectives that students bring. They seek to create a comfortable classroom where students can freely express needs and opinions to benefit all.
The teacher is devoted to providing an exciting, challenging learning environment where students and teacher can pursue learning. Students are treated with respect in a safe space to discuss topics openly.
The teacher helps students build understanding by activating prior knowledge and testing it against new concepts. Deeper understanding comes from internalizing and applying knowledge creatively.
Rodrigues - TPD - Primer Período - Planificación 5Natyrod1984
This document provides details of an English lesson for young students in Argentina. It introduces new vocabulary words for shapes - triangle and rectangle - through a video. It then revises previously learned shapes like circle and square. Students practice identifying and saying the new shapes. They also complete a worksheet coloring shapes according to the teacher's instructions to reinforce the vocabulary. The goal is for students to be able to identify and say the names of the shapes.
Lessons plan 1 practices 1 portfolio copiaAnaliaOrelia
The document provides a lesson plan for an English class at a kindergarten in Argentina. The 45-minute lesson introduces greetings and vocabulary related to mood. Activities include singing a hello song, guessing moods, and making puppet faces. The plan aims to develop language, interpersonal, intrapersonal and other skills through play using a puppet character to engage students. Scaffolding strategies support learning and classroom management is addressed.
Rodrigues - TPD - Primer Período - Planificación 1Natyrod1984
This document provides a lesson plan for a kindergarten class introducing vocabulary about school objects. The 30-minute lesson begins with a routine song to greet the students. Next, the teacher revises colors with flashcards and a song. Then, the new vocabulary words for pencil, paper, book, and crayon are presented and repeated. The students practice identifying and grouping the objects by color. The lesson closes by singing a goodbye song. The goal is for students to learn and recognize these common classroom items.
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
The document is a lesson plan for a kindergarten class. It introduces new vocabulary about school objects and shapes. During the lesson, students will learn to identify and name school objects like crayons, pencils, and glue. They will also practice following simple instructions and developing listening skills through songs. A variety of activities are planned, including using hand puppets to review weather vocabulary, playing a game to practice object names, and coloring worksheets.
The document is a lesson plan for a 45-minute English class for 5-year-olds focusing on shapes and transportation vocabulary. The plan includes learning objectives, materials, activities, and assessment. The activities progress from a circle routine to introduce the topic, to a guessing game with shapes, to drawing transportation and finishing a craft by decorating buses and trains in groups. Scaffolding strategies like modeling and questioning are included to support student understanding and participation.
This short film script follows two groups of sixth form students and their eccentric teachers. It shows various scenes of the immature antics of the boys - Craig, Peter, and Barry - in between classes, where they joke around and get in trouble. The girls - Emma, Alice, and Lucy - gossip in the bathroom. Both groups struggle in their lessons as the teachers behave oddly, with one obsessed with bees. Though the students and teachers clash at times, there is also mutual understanding between them as they work to get through the school year together.
Cintia observed her first kindergarten class and found the atmosphere to be friendly. The teacher led the lesson by playing games, singing songs, and revising colors and numbers through flashcards and chants. For her second observation, the teacher taught parts of the body through gestures and songs. Cintia noted the teacher built respect but did not provide meaningful context for the activities. In her first teaching lesson, the students were respectful but less engaged. She realized she needs more engaging activities like movement games. In subsequent lessons, Cintia found activities involving singing, gestures and games motivated the students more. While still improving her timing and confidence, Cintia enjoyed teaching and found her chosen career rewarding.
Rodrigues - TPD - Primer Período - Planificación 4Natyrod1984
This document provides a lesson plan for a kindergarten English class on shapes and school objects. The plan aims to introduce the shapes circle and square, review previously learned school objects, and practice related vocabulary. Key activities include a warm-up game to review objects, presenting the new shapes with flashcards, and an activity where students place flashcards into cardboard shapes on the floor. Assessment is through student identification of objects and shapes. The 30-minute lesson concludes by singing a goodbye song.
Rodrigues - TPD - Primer Período - Planificación 3Natyrod1984
This document provides a lesson plan for a kindergarten English class. The lesson aims to teach students vocabulary for school objects like table and chair, as well as adjectives like big and small. The 30 minute lesson begins with a greeting song and warm-up game to review previous vocabulary. New words are then introduced through pictures and gestures. Students practice the new vocabulary in a game where they pass flashcards around and identify the object and its size. The lesson ends by singing a goodbye song.
Rodrigues - TPD - Primer Período - Planificación 2Natyrod1984
This document provides details of an English lesson for young students learning school vocabulary. The lesson aims to introduce new vocabulary words for "glue" and "bag" while revising previously learned words. Students will watch a video song labeling different objects, then practice the vocabulary through a worksheet matching school objects to colors. Potential issues are addressed, such as students struggling with pronunciation. The 30-minute lesson consists of an opening routine, warm-up activity, vocabulary presentation watching the video again, a worksheet activity, and closing song.
The document summarizes a teaching practice session given by Natalia Klein. It took place at Cem 24 school with 20 elementary level students. The 40-minute class focused on revising jobs vocabulary and introducing plural forms of the verb "to be". Students practiced identifying jobs, answering questions, and correcting sentences. They worked individually, in pairs, and groups. The class aimed to develop reading, listening, and language skills through integrated activities using articles, interviews, and exercises.
The document summarizes an English lesson for beginner level students. The lesson focused on teaching animals, colors, and numbers from 0-12. During the 75 minute class, students sang greeting songs, played identification games like domino and bingo to practice the new vocabulary, and did a writing activity describing their day. The teacher used visuals, gestures, and repetition to help students with pronunciation and understanding as they developed their listening and speaking skills in English.
This lesson plan summarizes a 75-minute English lesson for beginning level students around the topics of animals and colors. The lesson includes a welcome routine singing songs with actions, reviewing animals and colors through flashcards, introducing 3 new animals, playing animal and color bingo, writing the date and names, tracing animal names, and coloring animals by following instructions. The plan aims to develop students' vocabulary, listening, speaking, and writing skills through interactive activities incorporating movement, games, tracing, and coloring. Feedback is provided at the end to focus context setting, the writing task, and using the target language as much as possible.
This document discusses using songs and music in the English language classroom. It can be used at the beginning, during, or end of class to develop listening and pronunciation skills, introduce new vocabulary, stimulate discussion, test comprehension, and simply be enjoyable for students. Specific activities mentioned include filling in gaps, finding words, answering questions, and using songs as a springboard for other lessons. The document also notes the health benefits of music like improved motor skills, decreased tension, regulated breathing, reduced pain and heart rate, and elevated mood. Overall, it advocates incorporating songs and music into lessons in many ways.
The document summarizes the author's observations from their teaching practicum at a kindergarten. It discusses several classes where the author taught English to beginner students around the topic of school objects. Some of the key points covered include: the challenges of not knowing all the students' names and the classroom routines; having to adapt lessons when things did not go as planned, such as one class being moved to the library due to flooding; receiving feedback from tutors on how to improve activities; and seeing growth in student engagement and enjoyment of the lessons over time.
The document is a graduation project script by Miyuki Jitsuyama about how different ways of knowing have affected her learning experiences in dance performance. It discusses how perception, language, and emotion as ways of knowing relate to dance. Perception involves sight, sound, and touch which are important for audiences. Language can be communicated through gestures and body language. Emotion is often expressed through primary emotions in dance pieces. Learning about ways of knowing helped Miyuki understand dance from the audience's perspective and improve her choreography.
The author discusses their extracurricular activity of after school dance. They began dancing at age 3 but stopped after half a year, then rediscovered their passion for it in 9th grade. Dance allows the author to express emotion and perception. They feel they learn better by dancing with raw emotion rather than just following steps. Dance also helps the author feel more emotionally connected to the world around them.
Emily Lemons chose to do her senior project on exploring a career in dance. She researched issues in the field like lack of opportunities, physical demands, low pay, and the responsibilities of a choreographer. For her project, she worked with her dance teacher Joan Kall Stewart to choreograph a dance. She found music, edited it, choreographed the dance, and worked with a dancer. Through the process, she learned about time management, organization, and communication skills. Completing the project confirmed her interest in pursuing dance in college.
The document discusses how dancing has contributed to the author's personal and professional development. It describes how dancing helped develop focus, concentration, creativity, dedication, enthusiasm, grooming skills, ability to synchronize, communication skills, attention to detail, and provided stress relief. These skills helped the author work efficiently in teams, take on new responsibilities, think innovatively to solve problems, and make a good first impression professionally. Dancing taught life lessons about adapting to situations, identifying cues, avoiding rash decisions, and expressing oneself that have benefited the author in her career.
Dance is an art form that involves movement of the body, often rhythmic and to music. There are many types of dance such as ballet, jazz, tap, hip-hop, modern, swing, contra dance, and country and western. Dance history is difficult to trace due to a lack of clear physical artifacts, but it was often used in early cultures for healing or expression rather than entertainment. Dance provides benefits like exercise, social interaction, emotional expression, and storytelling. It also teaches skills like flexibility and gymnastics. Top dancers include Michael Jackson, Prabhu Deva, Hrithik Roshan, Allu Arjun, Usher, Raghava Lawrence, Fred Astaire, Mad
Jennifer Purgill will discuss how emotion and perception have impacted her experiences as a choir student in high school. She chose to focus on choir because singing has been an important part of her life. Both emotion and perception play large roles in singing performances. Perception can impact how singers view their own mistakes compared to how the audience sees it. Emotion is also crucial, as singers must connect emotionally to the music, and nerves can help or hinder their singing depending on how the emotions are channeled. Her experiences in choir demonstrate how practicing leads to improvement and how emotions should be controlled to benefit performance.
1) The guest discusses how playing the double bass helped him develop as a musician through overcoming difficulties with practice, lessons, and perseverance over his high school career.
2) Learning the double bass was challenging because errors were more obvious as the sole or one of two double bass players, compared to the violin section where mistakes were masked.
3) The guest learned the importance of understanding the emotional atmosphere of pieces and their role in the orchestra beyond just practicing techniques. Ways of knowing like emotion and perception aided their musical development and understanding.
Jennifer will discuss how emotion and perception have impacted her experiences in high school choir over the past 4 years. She chose to focus on choir because singing has been an important part of her life and a great stress reliever. Through choir, she has learned that with practice and hard work, you can improve and achieve memorable performances, just as studying hard can help you succeed in academics. Her perception of her own performances differs from how the audience sees them. Emotions also influence her singing - she must feel connected to the music and learn to channel nerves into focus rather than letting them cause mistakes.
The document provides a first-person account of a student's experience returning to pointe shoes after a three year break. They express initial nerves but also excitement to continue developing their technique. In the first half of the semester, the student felt shaky in several exercises but decided to order new pointe shoes. After setting goals for themselves, they have been working to improve weaknesses like consistently engaging their whole body during movements. Their work in and outside of class, as well as receiving help from their professor, has given them more confidence in their abilities.
tiaspage has the BEST VOICE in the world at present. His range is unequalled, his transitions between notes seamless, the purity of his voice is superb, and his Neoclassical style is unique! Nobody can equal him. On saying this, I acknowledge the great singers she's competing against. However, tiaspage is # 1!
The document discusses the art of dance, noting that it is considered the first of the arts and requires the use of the body to express feelings or emotions. Dance can be used for entertainment or religiously to demonstrate devotion. It also explores some of the key elements of dance like rhythm, bodily expression, and space. The document emphasizes that dance allows people to express their feelings and emotions and release energy, and that with practice over time anyone can become a professional dancer through learning choreography and moving to music.
Gabee Thomas gave a speech about her senior project where she choreographed and directed a Christmas show for Creekview High School's show choir. She has had heart issues since childhood that required multiple surgeries. For her project, she chose to bring back the school's show choir to perform at a local children's hospital, which helped her as a patient. She discussed the steps she took to make the show a success, including holding auditions, choosing music, choreographing routines, and overcoming obstacles during rehearsals. The performance was featured on the local news and helped prepare Gabee for her future goal of opening a dance studio.
Gabee Thomas gave a speech about her senior project where she choreographed and directed a Christmas show for Creekview High School's show choir. She has had heart issues since childhood that required multiple surgeries. For her project, she chose to bring back the school's show choir to perform at a local children's hospital as a way to give back. She discussed the steps she took, including holding auditions, selecting music, choreographing routines, and overcoming challenges like coordinating costumes. The performance was a success. Through this project, Gabee learned valuable lessons about putting on a full production and gained experience that will help her in her goals of opening her own dance studio in the future.
This document discusses the importance of dance in the author's life and how emotions are conveyed through dance movements. The author has studied many dance styles for over 10 years, with ballet being the most significant. Dance uses body language rather than words to communicate feelings to the audience. When performing, the author works to incorporate facial expressions that match the emotion of the dance in order to more genuinely feel and portray the intended mood, such as making a sad face to get into character for a tragic ballet like Swan Lake.
Courtney Yost created a dance video for her senior project. She has loved dance since she was young and used it to cope with her father's death. For her project, she researched the history of dance and choreographed an emotional piece to the song "Prelude 12/21" by AFI. She faced challenges like finding the right music and dealing with lack of inspiration. With help from her dance teacher Brittany Krupnik, Courtney overcame these challenges and learned that choreographing takes dedication, though she now plans to pursue musical theatre instead of choreography.
SukYoung discusses her experiences in her high school Wind Ensemble class over the past 6 years. She explains how the class exposes students to different genres of music and requires various instruments to work together harmoniously. SukYoung reflects on how different ways of knowing, such as language and emotion, have shaped her learning. Regarding language, she notes it helps the band understand themes and expressions in pieces to control elements like tempo and tone. Emotion also influences learning, as different music provokes feelings that students relate to and draw knowledge from. Going forward, SukYoung recognizes being more aware of how language and emotion can impact her learning process across contexts.
Anna enjoys movies and wants to become an actress. She says she can dance quite well and takes dance classes twice a week. Anna also says she can sing really well according to her singing teacher. However, Anna mentions that she cannot play musical instruments at all. The document discusses Anna's hobbies, which include making clothes and photography. She is currently taking a photography course.
The document discusses various travel plans and experiences. It talks about a friend being from Argentina, practicing for a test, having to finish a book by Friday, and not being able to help someone practice due to being busy with a project. It also discusses traveling to Spain in December and having to take new jackets, preferences for traveling to Latin America or specific countries like Argentina, Bolivia, Cuba, and Havana. Favorite countries for holidays are discussed as well.
The document discusses the importance of religious supporting characters in The Stranger by Albert Camus and The Thief and the Dogs by Naguib Mahfouz. In The Stranger, the Magistrate interrogates the protagonist Mersault about his lack of religious faith. In The Thief and the Dogs, the Sheikh guides the protagonist Said towards applying Muslim teachings to better himself. While the characters differ in their approaches, both aim to influence the protagonists with their religious beliefs and are essential to developing the characters and advancing the plots.
The document discusses the importance of religious supporting characters in The Stranger by Albert Camus and The Thief and the Dogs by Naguib Mahfouz. In The Stranger, the Magistrate interrogates the protagonist Mersault about his lack of religious faith. In The Thief and the Dogs, the Sheikh guides the protagonist Said towards applying Muslim teachings to better himself. While the characters differ in their approaches, both aim to influence the protagonists with their religious beliefs and are essential to developing the characters and advancing the plots.
The document describes the anatomy of a cat's arm, leg, and chest. It includes labeled diagrams identifying muscles such as the triceps brachii, latissimus dorsi, gluteus medius, gracilis, gastrocnemius, and biceps femoris. Additional muscles highlighted are the levator scapulae ventralis, acromiodeltoid, spinodeltoid, acromiotrapezius, spinotrapezius, tensor fascaelatae, and sartorius.
The document describes the anatomy of a cat's arm, leg, and chest. It includes labeled diagrams identifying muscles such as the triceps brachii, latissimus dorsi, gluteus medius, gracilis, gastrocnemius, and biceps femoris. Additional muscles highlighted are the levator scapulae ventralis, acromiodeltoid, spinodeltoid, acromiotrapezius, spinotrapezius, tensor fascaelatae, and sartorius.
The document investigates the relationship between a dancer's height and flexibility. It describes collecting data by measuring the height and flexibility (using a sit-and-reach test) of 50 dancers aged 15-18. Basic calculations were done on the data like averages, ranges and quartiles. The data was then visualized using box plots, scatter plots and cumulative frequency graphs. Further calculations included finding the standard deviation and coefficient of variation to analyze the spread and relationship between height and flexibility.
The document investigates the relationship between a dancer's height and flexibility. It describes collecting data from 50 dancers by measuring their height in centimeters and flexibility using a sit-and-reach test. Basic calculations were performed on the data like average, minimum, maximum, and standard deviation. Graphs including box plots, scatter plots, and cumulative frequency plots were created to visualize the data. Further analysis with Pearson's correlation coefficient and chi-squared tests will be done to determine if there is a relationship between height and flexibility in dancers.
The document describes the anatomy of a cat's arm, leg, and chest. It includes labeled diagrams identifying muscles such as the triceps brachii, latissimus dorsi, gluteus medius, gracilis, gastrocnemius, and biceps femoris. Additional muscles highlighted are the levator scapulae ventralis, acromiodeltoid, spinodeltoid, acromiotrapezius, spinotrapezius, tensor fascaelatae, and sartorius.
This 3-page document outlines Melanie Bunker's senior seminar final presentation which discusses her background and interests in dance, language, and emotion and how they relate to the Yerkes-Dodson law of arousal and perception. The presentation covers Melanie's personal experiences with dance and language as well as research on emotion and the physiological and psychological effects of arousal on performance according to the Yerkes-Dodson law.
The document discusses the history and impact of polio. It describes polio as a viral disease that affects the spinal cord and can cause paralysis. It then outlines the development of polio vaccines in the 1950s by Jonas Salk and Albert Sabin which led to a dramatic reduction in polio cases in the United States. The eradication of polio in the U.S. through widespread vaccination reduced public fear and established vaccines as an effective public health tool.
This document provides an analysis and comparison of two film critics' perspectives on truth and reality as portrayed in the film Rashomon. It summarizes Errol Morris' view that there is one absolute truth that can be objectively known, versus Roger Ebert's view that truth is subjective based on individual perception. The document argues that Ebert's perspective is more applicable to understanding the multiple, contradictory witness accounts in Rashomon, as human nature leaves truth open to interpretation due to limited and biased perspectives.
This document discusses justification and how it relates to knowledge. It provides four ways of justifying knowledge: language, perception, reason, and emotion. It also discusses what distinguishes a good justification from a bad one, noting that reliability is the key factor. Finally, it outlines what type of justification may be required for different subject areas.
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1. Introduction
Melanie: Hello my name is Melanie Bunker. I’m eighteen years old and I have attended
ISB for about 11 years. Senior Seminar explores the different theories of knowledge and
how we can apply them to our everyday life. We have gone in depth about the basic four
WoK: reason, perception, language and emotion. We have also studied other areas of
knowledge such as mathematics, arts, sciences, history, ethics, and religion. The aim of
this class is to try to find explanations for ‘how do we know what we know’? With the
Wok and the AoK I mentioned, as a class we have come closer to finding answers to that
basic question than we were before the semester started. Today I will be talking about
how different ways of knowing have affected my learning experiences in the dancing
field and helped me grow both as an individual and as a dance student.
Interviewer: What is a specific example of your learning experiences as a dancer that
has affected you as a dance student?
Overview of my Learning Experience
Melanie: A specific example of my learning experiences from my dance career would
be: my student dance assistant job I have had for the past 5 years and my dance classes
that I attend. Over the past 5 years I have helped taught jazz and ballet classes to
elementary students from the ages of 10 to the age of 4. As a dance assistant I have
had the pleasure of going week after week, day after day to a room full of energetic
elementary kids to teach them something that I love. I have studied different dance styles
since I started dancing; jazz, ballet, and pointe. I have participated in IASAS dance for
the past two years along with taking IB Dance class. I have had the privilege to have
amazing teachers for all the dance styles that I have taken.
Taking dance classes itself has basically taught me self-discipline and how much love I
must have for doing dance for me to do it for about 15 hours a week.
Interviewer: Therefore, in reflecting and giving us an overall introduction about your
experience as a dance assistant, how has different ways of knowledge affect your learning
both as a dance assistant and a dancer specifically?
WoK #1: Language
Melanie: Now that I have introduced what it has meant to me to be a dance assistant and
as a dancer, we can link this to the different Ways of Knowing to how dance it taught in
and of itself.
When you teach dance you don’t always have to use the spoken language, we use our
2. body language to communicate different dance moves so that collectively as a whole
the group can perform their best. The dance terms are specific and you have to know the
meanings in order to do the steps that your teacher is asking you to do.
Interviewer: What theory from the Language WaysofKnowing does this apply to?
meaning as know how which is I learned the meaning of the word when I knew how to
use it-- For example, I know what a chasse is from not only the dictionary definition of
the translation is “to chase”, so in my mind whenever I hear ‘chasse’ I know that my
feet have to ‘chase’ each other in the air. When you teach children the terms you have to
make sure that you know it so that you don’t confuse them. Many times I have seen girls
calling steps the wrong names and I have to correct them.
After years of ballet and jazz I have a small repertoire of French words. I don’t have to be
fluent in French—or even take French class to know what my teachers are telling me to
do but since I have heard the name of the step and my teacher showed me that step, I can
associate the step with that word.
Interviewer: Can this be applied to any other theories of meaning?
Dance is not only about the definition theory- like the meaning of the terms but image
theory as well and how I interpret the steps that my teacher tells me to do. This form of
language is entirely creative and open-ended. Myself and other dancers are able to use
the language used to create dozens of different combinations if we are given as little as 5
dance terms.
Interviewer: What are some problems you have encountered as a dancer with language?
Melanie: Some problems, just like in language, that when my teacher says a dance
term it is still a matter of know-how. Unless I have heard the term before and have
actually tried the step, chances are that I will know what my teacher is asking us to do.
But if I have only heard that term once, then chances are I will be clueless as to what
I am supposed to do. I have had experiences where my teacher says “Alright we are
doing a combo across the floor, I want you to do tambe, padubare, chasse, grand jete”,
and sometimes I wont know what to do because it is too vague. Not only do I have to
remember the combo that I was told, not shown, I also have to put it to music that either
has a fast or slow tempo, so sometimes its too vague. Language in dance has helped
served as a medium between the choreographer and the dancers and can help the dancers
express language through movement. We are always using body movement to express
language even if the movement is holding a pose on stage.
3. WoK #2: Perception
Perception is also another very important Way of Knowing that affects my learning
experience as a dance assistant as well as a dancer. Perception allows use to interpret
what we have observed through our five senses. It enables us to structure our reality.
Dance is an art form that allows us to see the world through different eyes. We are able
to create movements that allow us to express ourselves and we are given opportunities
to watch professional dance companies and when they dance you can see that in every
movement they are grabbing the world around them and transforming it into art so that
the audience can visually see. There are a lot of flaws with perception because it is so
specific to the individual that it is harder to find true knowledge.
Interviewer: What are some problems you see with perception and dance?
MELANIE: The hardest thing that I have with perception in dance is of the expectations
that I have set for myself and what I think others have set for me. When I dance ballet or
jazz, I picture what the people are watching me are seeing. But sometimes it is entirely
different than when I watch the recording of my dance. For example, when I have
performed in duets or small ensembles in the past, I feel like I am doing my best on stage
but when I watch it, it is nothing like how I imagined the audience saw it.
Interviewr: How does the selectivity of preception come into play with dance?
Melanie: The problem of ‘selectivity of perception’ can be seen in the dancers I teach.
They will listen and see what they want according to how they are feeling. They react to
what they want and how they want. When they dance, they pick out the moves that stands
out to them and it is hard for me as a dance assistant to correct their movements, even
if they are a little bit off because it has become a habit for them. The most evident age
group that this problem can be seen at is between the ages of 4-6. I can name at least two
girls in my classes that that this affects them the most. If they are in a good mood, they
will do their best to impress myself and the teacher, but if the teacher or myself gently
scolds them, they feel offended and their mood shifts and they don’t feel like dancing
anymore.
As a performer and choreographer, selectivty of perception is always something to think
about. I dont want to have a group of 5 plus dancers on the stage and all doing something
different or else the audience wont be able to see the big picture and they start picking out
the things they like and focus on a particular person instead of the group.
As a choreographer, I have images in my head of what dance steps I want to do but you
don’t want to make it too literal or else the audience will get bored and wont use their
imagination. For example, if I had a dance around the theme of ‘gestures’ I wouldnt want
to put in movements like waving my hands, i would want to come up with something
4. more abstract so that the audience will think out of the box and try to figure out what the
movement is.
WoK #3: Emotion
Whether you are choreographing your own dance or you’re taught, it
is your responsibility to put emotion in it. For every dance, there is a
choreographer’s intent where they have themes that they want to express
through different emotions. Dancers use the primary emotions- happiness,
sadness, fear, anger, surprise, disgust- as well as the dancers experiment
with other social emotions. The music itself has a mood that sets the tone
for the dance. The tone of the music plays off of the choreographer’s intent.
I know that when I choreograph a dance I pick my emotion first then I
find a song that sounds like that emotion so that the audience will get the
message behind the dance.
Interviewer: As a dancer, are there times when emotions negatively
impact performance?
MELANIE: There are instances where emotions of the students do affect
their performance. You can tell who the teacher’s favorites are in the
class and when we do critiques, the teacher mentions only a few mistakes
that they did, but when it comes to me (and other dancers) we are given
a laundry list of what we need to work on. It’s not a problem to have
corrections but this is an example of emotional coloring.
When the girls that I teach are not quiet and don’t listen to me, I do use
emotive language, but not to the extent that will make them cry but enough
to get them to sit still and listen instead of doing cartwheels across the
floor.
Interviewer: How does Yerkes-Dodson’s theory work? And how does it
ties in with dancing?
MElanie: This is a performance theory where the more stress that is placed
in a situation, the worse you perform. On the contrary it can be negative
when you have low stress levels you also perform poorly. Your optimal
performance is when you have a perfect balance between stress and
performance. Before performances, backstage all the dancers wish each
5. other good luck which helps us to be excited and anxious. Also the fact that
there is an audience, is nerve wrecking but when you are backstage with
a team before a performance, it is comforting and helps us all perform at
our best. I do have embarassing moments when my stress was too high for
a performance, i totally froze on stage and it was really embarassig. But it
just teaches me to learn how to balance and control my stress before I go
on stage.
Emotion in dance is a key factor in not only performing but also your own
attitude in a dance class.
Interviewer: What do you know about yourself that will change how you approach
learning in the future?
Analysis of my approach to learning in the future
After going in depth into about the different studies of Theory of Knowledge I am able to
apply the Ways of Knowing (language, perception, reason, and emotion) into how I learn
dance and how I teach dance. I can take what I have learned and expand it to more areas
of my life, not just dance.
In the future, I will be more aware of the limitations that come with life experiences.
There will be times when I will need to judge a decision based on my emotions rather
than my language and there will be times where my emotions are not a reliable source of
knowledge to confirm my decisions or opinions. This class has given me new insights on
how to base my knowledge off of, do I always follow the strict, Plato’s theory of K=JTB
or will I be able to be a little more lenient on my decisions that maybe they don’t always
have to be a belief to make it knowledge, even if it’s a decision based on do I continue
dancing in the future?
With starting college next semester, I am able to be more cautious about the choices that I
will make, especially since I will be on my own. The Yerkes-Dodson performance curve
is probably what I will use most in my future as I continue to take dance classes as well
as learning how to balance my everyday life.