What is meant by "To Dance is to Live"?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study:
In each school, dance teaching artists visited 3-4 classrooms of approximately 25 students for a total of 7 (45 minutes in length) workshops. Young Audiences dancers conducted the workshops, leading students in introductory dance movement exercises. In addition to dance instruction, students learned about the importance of staying active and being healthy. Students explored dance as a viable option for physical activity and learned the importance of stretching, warming up, and appropriately preparing the body for dance and physical activity. Residencies culminateed with performances by participating students for family and community members. Classroom teachers also learned dance movements and were responsible for helping students remember basic movements and dance concepts. Classroom teachers were expected to incorporate some of the program (even at a very modest level) on their own. In participating schools a “MOV Challenge” was issued. Daily “move mileage” was measured using MOVbands, Wrist worn Activity Monitors (WWAMS) http://movable.com/. Unlike a pedometer, the WWAM measures daily moves (not just steps) and total mileage. Together, the MOVchallenge and MOVbands are designed to inspire movement, increase activity levels, and encourage healthy habits. Each week, the schools reported total “move mileage”.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?:
In addition to fulfilling a YA/Metlife grant requirement, this case study has been created in an effort to evaluate and assess the impact and effectiveness of our residency on participating students and educators.
What are your overall conclusions regarding the documentation gathered for this case study?:
I would have preferred to have seen more documentation (better quality pictures, videos, and interviews) gathered. Our documentation offerings are limited due to the original staff member that manged this program leaving our organization and a new member being hired and taking over.
What conclusions have you drawn from the responses to the assessment tools you have developed?:
Teachers and students really enjoyed this residency. Healthy living and fitness topics are rarely covered in the traditional classroom settings, and two of the three schools participating did not have extensive existing health classes. Comparing post assessment and pre assessment materials showed that many students began this residency with little to no knowledge of physical fitness topics and came away with a basic understanding of the importance of healthy living, eating, and using dance as a form of exercise.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?:
The initial inquiry question is a difficult one to answer. Essentially, the main idea is that remaining physically healthy and fit is an important element of a fulfilling life. Dance is one of many ways that individuals can use art to compliment a healthy living lifestyle.
Conclusions: What Was Learned
What was learned?:
1. Students engaged in physical fitness through dance. 2. Explored essential life skills including communication, teamwork, cooperation, discipline and focus. 3. Learned dance/somatic techniques that can help improve physical health (flexibility, strength, coordination, body awareness, agility, body posture, etc.) 4. Worked to encourage positive attitudes towards fitness and exercise through participation in dance/somatics.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?:
The MOVband component of this residency was hit-and-miss with each school. Most teachers really embraced the added aspect that the bands added, but one school in particular found them to be a burden and were never really interested in using them to their fullest potential. It was our intent that teachers at our partner school would take ownership of the design and implementation of the MOVband challenge without interference from the teaching artists. I would suggest having a detailed "Plan B" should another partner school's interest in using the MOVbands waver.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?:
Overall, this residency will remain largely the same with a few changes in the use of movement tracking devices and teacher responsibilites.
Core Content Standards
Attend to precision
Speaking and Listening:
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Science / Dimension 2: Crosscutting Concepts That Have Common Applications Across Fields:
Energy and matter: Flows, cycles, and conservation
Science / Dimension 3: Core Ideas In Four Disciplinary Areas / Physical Sciences:
Motion and stability: Forces and interactions
Science / Dimension 3: Core Ideas In Four Disciplinary Areas / Life Sciences:
Ecosystems: Interactions, energy, and dynamics
21st Century Learning Skills
Learning and Innovation / Creativity and Innovation:
Work Creatively with Others
Learning and Innovation / Communication and Collaboration:
Collaborate with Others
Life and Career / Flexibility and Adaptability:
Life and Career / Initiative and Self-Direction:
Manage Goals and Time
Life and Career / Leadership and Responsiblity:
National Core Arts Standards
National Core Arts Standards: