Shift and Shuffle
The dance activity that challenged my assumption is the bodystorm. Akin to the brainstorm, a bodystorm is an opportunity for students to improvise and experiment with a variety of movements. First, students think about ways of moving in small groups. Then, individually students will take time and space to try out different movements. Once they become satisfied, students will come back to their small group and share their movement. This can build up to be a performance to show the whole class, or it can continue to be an improvisation activity. Each student participates and contribute their ideas to create something truly unique.
My experience with dance in the school setting was only of choreographed steps. Even when told there would be room for personal interpretation and ideas there was always a clear, implicit understanding that there was still a correct way of moving. It gave the ideas and power to the designated dance teacher and those who had dance experience outside of school. It left the rest of the class with the understanding that only some people can dance. This is the complete opposite of the concept of pumanauratanga (the beating heart) (Melchior, 2011). Instead of the teacher being the holder of power and knowledge, both the student and the teacher are responsible for constructing their knowledge. With this concept the power the shared (Melchior, 2011). Moreover, each student has a greater connection to the learning because they are actively making meaning of their movements.
The idea of bodystorm dismantled my preconceived idea that dance is only acceptable for some, and that is is rigid and consists of only prescribed movements. The fire, water, earth, and wind body storm activity opened my mind to the communication and expressive nature of dance. The personal meaning making, and the enjoyment of just being - not performing or expecting to be perfect. The acceptance that not all paths leads to triumph, and not all failures are actually failures. This greatly affects my teaching practice - not just in the Arts, but in all subjects. The opportunity to be expressive, make mistakes, and just enjoy the process of discovery is one that I want my students to experience and enjoy. It is in those time that new ideas form and true learning happens. As a teacher, eases my mind to know that not all of my lesson plans will be perfect and that there needs to be forgiveness and reflection upon failures.
Melchior, E. (2011). Culturally responsive dance pedagogy in the primary classroom. Research in Dance Education, 12(2), 119-135
