“Dancing is affirmative, optimistic and democratic.
It embodies the idea that the world can be a better
and happier place.”
The Guardian, 20 December 2008
Wednesday 30 October 2013
Friday 18 October 2013
Newspeak
Yesterday, I went to see The Nottingham Playhouse Production of George Orwell's,1984. Having read the book in my late teen's I was surprised how much I remembered, and also how much it has influenced and still is relevant today.
I took my husband who surprisingly enjoyed it. We both came away wanting to talk about it so much, and he is not a "talker"! But we were for a moment 'speechless'. There was indeed so much to talk about but after weeks of reading and writing I felt like I couldn't unpick things anymore that day. Still, we did go to the bar and start to discuss the play, we couldn't help ourselves.
So far during the MAPP course I can't believe how my language is changing. I was aware how things can shrivel up; thoughts, words spoken when you don't exercise them. That was one of the reasons I wanted to embark on this journey. In the play they talk of reducing the language crushing it, controlling it like everything else in the world of Eurasia. I could relate to this, as I can physically feel it when It happens to me; When I don't exercise or use it. I also feel it when my choreography is not real, I am not embracing it. I find that really gets me down. I don't think anyone else would see it but I would know. So I am glad that I can feel and sense these changes in myself as the MA continues and it's only week 2!
I took my husband who surprisingly enjoyed it. We both came away wanting to talk about it so much, and he is not a "talker"! But we were for a moment 'speechless'. There was indeed so much to talk about but after weeks of reading and writing I felt like I couldn't unpick things anymore that day. Still, we did go to the bar and start to discuss the play, we couldn't help ourselves.
So far during the MAPP course I can't believe how my language is changing. I was aware how things can shrivel up; thoughts, words spoken when you don't exercise them. That was one of the reasons I wanted to embark on this journey. In the play they talk of reducing the language crushing it, controlling it like everything else in the world of Eurasia. I could relate to this, as I can physically feel it when It happens to me; When I don't exercise or use it. I also feel it when my choreography is not real, I am not embracing it. I find that really gets me down. I don't think anyone else would see it but I would know. So I am glad that I can feel and sense these changes in myself as the MA continues and it's only week 2!
Wednesday 9 October 2013
Lost it then Found it ....the adventures of my blog today
After reading Rose's blog on Monday it was re-assuring to see I wasn't the only one who was finding other things were 'getting in the way' of my plans to get my head down and take a really good look at my CV. Maybe just another coffee before I start? Oh I must do the banking, choreography or maybe the grass needs to be mowed. These were some of the things that seemed to pop into my consciousness and get in the way. Monday was 'the official start' day. I wasn't sure what this meant as I had already been reading, thinking, reflecting, making notes for weeks, but now it was official.
I felt like a child again having to hand in my homework in on a Monday morning. All this was me talking to myself in my head. No-one was telling me to feel this way, however the child in us is always there. The Jesuit priests said and some others believe, 'show me the child at seven and I'll show you the Man.' This is probably one of the most misquoted sayings around and it's origin somewhat ambiguous.I don't think I agree with this fully as learning and evolving is continuous through out our lives, but the years from birth to 10 are so formative. I was feeling a sense of unbalance on Monday! Piaget told us of schemas the "building blocks" of knowledge and how the feeling of disequilibrium would make the child search for equilibrium and seek reassurance, actively construct meaning by seeking re enforcement from an adult. Piaget focused on the 'development, rather than learning, so it does not address learning of information or specific behaviours'. Everyday in my teaching I see children seeking enforcement in what they do. To watch a young child try a new step say a 'shuffle', as an observer, you can see the thought process to complete the movement. the time delay of the process; as it is unknown, not yet experienced. Then as the child repeats the movement again and again they begin to 'embody' it (embodiment) and the learning becomes part of their 'knowing'. I never underestimate this privilege to watch this process and it gives me much joy.
A small amount of children come to dance class 'frozen' so to speak. Moving and expressing physically is something very unnatural to them more like a risk, because rather than reinforcement from an adult, they are criticised, treated as if they should 'already know' for instance how to put their shoes on, fasten their buttons, dance.
At the end of our sessions we create a 'freestyle circle' this is where the children may enter the space and move freely to the music. The music would normally have a very strong beat, hip hop or funk, the drum rhythm similar to that heard in African Music or like a heartbeat. Something that can be clearly heard and deciphered. The children mostly roll around, wave their arms about, jump up and down, however what is interesting to observe is 'freeness of movement' and 'a connection with the music'. A great place to start the learning. So I will not 'fear', I will put the music on hear my heartbeat and write, think, plan. Do any other teachers relate to this with there very young pupils?
I felt like a child again having to hand in my homework in on a Monday morning. All this was me talking to myself in my head. No-one was telling me to feel this way, however the child in us is always there. The Jesuit priests said and some others believe, 'show me the child at seven and I'll show you the Man.' This is probably one of the most misquoted sayings around and it's origin somewhat ambiguous.I don't think I agree with this fully as learning and evolving is continuous through out our lives, but the years from birth to 10 are so formative. I was feeling a sense of unbalance on Monday! Piaget told us of schemas the "building blocks" of knowledge and how the feeling of disequilibrium would make the child search for equilibrium and seek reassurance, actively construct meaning by seeking re enforcement from an adult. Piaget focused on the 'development, rather than learning, so it does not address learning of information or specific behaviours'. Everyday in my teaching I see children seeking enforcement in what they do. To watch a young child try a new step say a 'shuffle', as an observer, you can see the thought process to complete the movement. the time delay of the process; as it is unknown, not yet experienced. Then as the child repeats the movement again and again they begin to 'embody' it (embodiment) and the learning becomes part of their 'knowing'. I never underestimate this privilege to watch this process and it gives me much joy.
A small amount of children come to dance class 'frozen' so to speak. Moving and expressing physically is something very unnatural to them more like a risk, because rather than reinforcement from an adult, they are criticised, treated as if they should 'already know' for instance how to put their shoes on, fasten their buttons, dance.
At the end of our sessions we create a 'freestyle circle' this is where the children may enter the space and move freely to the music. The music would normally have a very strong beat, hip hop or funk, the drum rhythm similar to that heard in African Music or like a heartbeat. Something that can be clearly heard and deciphered. The children mostly roll around, wave their arms about, jump up and down, however what is interesting to observe is 'freeness of movement' and 'a connection with the music'. A great place to start the learning. So I will not 'fear', I will put the music on hear my heartbeat and write, think, plan. Do any other teachers relate to this with there very young pupils?
Subscribe to:
Posts (Atom)