Monday, December 13, 2010

Final Blog Reflection

The most helpful technology I have learned throughout the course of the semester has been iMovie. I really enjoyed accumulating dance clips and compiling them into one dance commercial. It was a really beneficial skill for me to learn that I will definitely use in several aspects of my life, but especially in my future teaching career. Technology is becoming a very prevalent part of the dance world and through the skills i have learned in this course, I will be better equipped to teach my students how to take part in it. I can teach them how to use iMovie and give them projects that require them to not only choreograph and perform, but assemble it into a movie as well. This will be useful for them when making audition videos, advertising commercials, and in completing creative projects. Technology is rapidly advancing in our world, and we as teachers need to do the best we can to keep up with it for it will enhance our teaching abilities and better prepare our students for the world in which they live.

Tuesday, December 7, 2010


Moodle is somewhat like a free Blackboard for you to manage all of your class assignments, grading, announcements etc. It's easy to use and is a very practical technology to consider when setting up your classroom.

Tuesday, November 23, 2010

Final Project Proposal

For my final project, I would like to learn how to splice music, because I think more than anything I will use this skill constantly in my future career. I would like to find and learn how to use a simple program that will allow me to do this, preferably a free or inexpensive one that I can download onto my computer so I'll have access to it in the future. However, if I cannot find such a program, I hear that “Logic” is a good program that is available for me to use on campus so I'll plan on using “Logic.”

Monday, November 15, 2010

Internet Safety

I looked around the NSTeens website and watched the videos that they have. I liked how they have videos that are more appealing to teens so they can learn online about the consequences of posting things online. They talk about what is appropriate to post online and the dangers of posting inappropriate things. Also NetSmartz Teens allows you to connect to several different links that help you teach internet safety to kids and help you as a teacher and parents become more aware of these current issues. They provide activities such as Amy's Choice to provide teachers with potential lesson plans to teach internet safety.
OnGuardOnline helps inform people how to protect their identity online and deals with issues such as texting and cyber bullying. Since online has become such a large part of our lives, it is important that we are aware of such dangers and teach our children how to be safe while online.

After my research, I called my sister Hayley to talk to her about internet safety and what I had learned. She is soon to be a mother and so I thought it important that she thinks about how she will protect her daughter against technology early on. When I shared what I had learn with her, she knew a lot of it but found had never thought about the fact that with some one's birthday and name, a person can look up one's Social Security Number. But she's very careful about not posting personal information such as phone numbers and addresses. She also is careful that she doesn't change her personality online, because she recognizes that it's easy to act differently while online. She likes to make sure she presents herself on how she'd want her grandmother or boss to veiw her. She seems to be smart about how she uses technology in her life, and so I asked her what her plan is for teaching her child how to be safe online. She thinks it's smart to just inform them of dangers of the dangers of posting personal information online, explaining to them the logic of it without scaring them. For example, you wouldn't give your phone number to a stranger on the street, so don't post it online where anyone can see it. Once you've taught them these good principles of safety it's important that you also monitor your child when online.

Tuesday, November 9, 2010

Teach with Technology

Check out this website! It gives some good tips on how we can teach with technology. It looks like they even offer workshops and classroom management skills and much more!!


Tuesday, November 2, 2010

Dancing Disney Family Gal

CHRISTMAS- I love celebrating Christmas with all the lights, the snow, the cookies, the carols, and the magic. But it is not solely my love of this holiday that makes “Christmas” a part of my identity. Christmas also symbolizes that I am a Christian, which has become an immense part of my identity and marks why I do everything I do. Christmas also is symbolic of a time for family and tradition. My family has greatly influenced who I am and who I will become. The loving examples of my parents and my five sisters have molded me and made me a better person. Together, my family and my faith are the two greatest influences in my life and what I accredit that largest part of my identity to.

DANCE- dance is not only my favorite hobby, it is now my educational pursuit and my passion. Some of the greatest accomplishments and growing experiences of my life have been through my dance training. It has enabled me to travel, provided rewarding career opportunities, and has taught me many valuable life lessons such as diligence, perseverance, team work, finding joy in the journey, and optimism. Dance has truly shaped me into the hard worker I am today and has had a great influence on my identity. It is a beautiful art form of expression and release that I could not live without.

DISNEY- It could be because I worked there this past summer, or because I know every word to all the animated classics, or that I'm considered to be an absolute Disney nut, but it is so much more than some little quirk of mine. It symbolizes my love of simplicity and child-like love of life. I love to stop and enjoy the small joys in life. The simple things like toes in the sand, the texture of ice cream, leaving notes for friends, and looking at the sparkle of a light up Christmas tree are often what bring me the greatest joy. I think it is an absolute tragedy when people decide they are too old, too busy, or too mature to snitch cookie dough from the bowl, or to giggle, or to do a silly dance in the rain. Life is to be enjoyed and if we don't take the time to enjoy the simple little wonders in our world, we will miss them completely. This is who I am, my personality, and my identity.

You will notice that these three items that seem to represent my identity are somewhat connected. That is because they are! They, along with several other aspects, all play a role in my life and they work together to make up who I am.

Monday, October 25, 2010


This week has been full of discovery. This time, in video, cinematography, splicing, music, storyboards. imovie come automatically with any mac computer and is such a resourceful tool that can be used in the classroom. It is straightforward and easy to use, so in dance I will be able to video and edit my students performances, create DVDs of shows, or even produce commercials or advertisements. It will also be useful to teach my students how to use it as a tool for producing good audition videos that will be more professional, but also simple to complete.

Check it out!!

Tuesday, October 19, 2010

Freeplay Music

I know this one was introduced to us in class, but I'm seriously just so excited cause it'll assist in dance so much!!

so often you'll be working on a piece and you need to find appropriate music, but want something that's not necessarily well known. This is perfect cause you can search for music by the feeling and it's completely legal and free!!


This first video evidently violates copyright laws as this is a professional performance that has been videoed from an audience member from the audience and then posted on youtube. In order to first video this and then to post it, they would have to obtain the rights to the music and the choreography, neither of which they had.

This next video is better with copyright because it never uses more than 10% of the video and it's very spliced up, however I think that they would need to have rights to use the song and then posting it on the internet. Also, they title it "Disney Love," however not all this footage is Disney.

Tuesday, October 12, 2010

Why creative dance?

  • build balance and coordination
  • increase muscle strength
  • increase muscle endurance
  • build flexibility
  • encourage team work, co operation and group skills
  • develop an awareness of beat, rhythm and movement to music skills
  • develop an understanding of musical qualities and the relationship of music to emotion and mood

  • Teaching Children with Disabilities

    Choose some music options that have a strong beat, are age appropriate, and are not too fast

    Think through how your students might move to the music, and predict any problems or issues

    Check your room or venue for safety and ease of access

    Locate any props, aids or equipment needed for your session (such as silk ribbons, needed for this activity)

    Read entire article:

    This article gives some really good basic concepts to know and teach before teaching students with disabilities how to dance.

    Thursday, September 30, 2010



    8 Anne Green Gilbert

    BrainDance for ages 5 Adults

    Put together movements from the 8 patterns below starting with breath and ending with vestibular stimulation. You can do the BrainDance standing, traveling through space or lying on a bare floor. I prefer the "5 minute Standing BrainDance" described below for a quick warm up before tests, performances, presentations, and during computer work and TV watching for brain integration, recuperation and oxygenation, a whole body/brain warm up, centering and to wake up or calm down.

    ! Breath 4 5 deep breaths through the nose and out the mouth filling the belly, diaphragm and lungs.

    ! Tactile First squeeze strongly each arm and each leg and the torso, back, head (whole body). Then tap lightly whole body, then slap sharply whole body and then brush smoothly whole body. It is best to do topside and bottom side of arms and hands, face, neck and front torso and down legs and feet then head, neck and back torso and back of legs.

    • Core Distal movement movement that moves from the center out, through and beyond the fingers, toes, head and tail. Movement that grows and shrinks, stretches and curls in big "X"s and little "o"s is great!

    • Head Tail movement movement that connects the head and tail (lowest part of spine or coccyx). Play with movement that brings head and tail together curving forward and backward and side to side. Keeping the knees bent helps to release the tail. End with a spine wiggle.

    ! Upper Lower Connection ground the lower half of body by pressing legs into floor with a slight knee bend. Swing arms in different directions and stretch and dance upper body in different ways. Ground upper half by reaching arms out into space with energy as though you were hugging the earth. Dance with lower half try marching in place, simple knee bends, jumps, leg brushes and other actions.

    ! Body Side Connection Make a big X with your body. Dance with the left side of your body while keeping the right side stabile (still). Then keep the left stabile and dance with the right side. With knees and elbows slightly bent like a "W" bring the left half of the body over to meet the right half and vice versa (like a book opening and closing). Follow your thumb with your eyes as it move$ right to left and left to right. Do the lizard crawl with arms and legs open to the sides one side bent and the other stretching like a lizard crawling up a wall. Move your eyes right to left and left to right (looking at the thumb near your mouth helps) to develop horizontal eye tracking.

    • Cross Lateral Connection Do a parallel standing crawl with legs and arms in front of you. Let your eyes travel up and down looking at one thumb as it reaches high and low for vertical eye tracking. Do a cross lateral boogie dance finding as many ways of moving cross laterally as possible such as touching right knee to left elbow, left hand to right foot, right hand to left knee, left hand to right hip, skipping.

    • Vestibular Stimulation swing upper body and head up and down and side to side. Make sure head is "upside down." Spin 15 seconds one way, breathe and rest 15 seconds, then spin 15 seconds the other way. Take 3 4 deep breaths to center yourself after spinning!


    Smart Moves, Carla Hannaford. Arlington, VA: Great Ocean Publishers, 1995.

    Teaching With The Brain in Mind, Eric Jensen. ASCD, Alexandria, VA, 1998. 800 933 2723

    Arts with the Brain in Mind, Eric Jensen. A4CD, Alexandria, VA, 2041.

    Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People, Robert and Michele Root Bernstein. Houghton Mifflin, 1999.

    Learning and Memory: The Brain In Action, Marilee Sprenger. ASCD, Alexandrai, VA 1999 ,www.

    Connections, Total Body Integration through Bartenieff Fundamentals, Peggy Hackney. Gordon Breach Publishers (available in paperback from

    Brain Gym, Paul and Gail Dennison. Edu Kinesthetics PO BOX 3396, Ventura, California 93006.

    Ph: 805 650 3303, Fax: 805 650 0524.

    lOl Questions Your Brain Has Asked About Itself But Couldn't Answer Until Now, Faith Hickman Brynie, Mihbrook Press, Brookfield, CT, 1998

    The Learning Revolution, Goraon Dryden &Dr. Jeannette Vos, The Learning Web, 800 637 6893

    Knowing Dance, Marion Gough, Dance Books Ltd, London 1999. (best practices philosophy)

    Tuesday, September 21, 2010

    The Top Ten Reasons Brain-Compatible Teaching Is So Successful

    By Terry Goetz, Director of Education and Outreach, Creative Dance Center

    During visiting week at the Creative Dance Center
    parents see their child dancing, laughing, listening,
    sharing, problem-solving, developing movement
    skills and technique, building physical coordination,
    developing social skills, creating, reflecting, and
    responding. Wow! That’s a lot of powerful learning
    going on in a dance class. There is a powerful
    reason why and it’s called Brain-Compatible
    teaching. Our Mission states, “Creative Dance
    Center, a non-profit organization, provides brain-
    compatible quality dance education for people of all
    ages, infants through seniors.” CDC truly is a
    mission driven organization. Anne Green Gilbert,
    Artistic Director and founder of the Creative Dance
    Center has made it her mission in life to educate the
    faculty of CDC and dance teachers and educators
    worldwide about the profound impact brain-
    compatible teaching can have on students in any

    Technology advances have allowed brain
    researchers and neuroscientists to discover amazing
    things about the human brain, how it develops and
    is hard-wired in the early years and how it learns. In
    order to learn we need whole brain integration.
    Movement in the early years of life sets the stage
    for this integration. If the low brain and mid-brain
    do not get wired correctly, the upper brain has to
    take on tasks the lower and mid-brain should be
    processing automatically. This places stress on the
    upper brain and impacts behavior and cognitive
    development. By incorporating current brain
    research into our work, we can approach teaching
    and education in a meaningful, cohesive, and
    exciting way. Parents shouldn’t feel the need to
    become “brain experts,” but some basic information
    about brain-compatible teaching and learning is
    empowering and can benefit you, your family, and
    your community.

    And now…

    The Top Ten Reasons Why Classes At The Creative Dance Center Are Brain-Compatible
    and So Much Fun

    1. We provide meaningful curriculum. The brain
    wants to learn and make meaning out of
    experiences. The Creative Dance Center’s
    curriculum is based on 15 dance concepts.
    These dance concepts are rich in meaning and
    relate to many facets of life. Exploring these
    concepts in a variety of ways through the
    multiple intelligences means students don’t just
    learn dance steps; they make choices, develop
    critical thinking skills, and use the concept to
    construct their own learning. The curriculum is
    supported by the 5 Part Lesson Plan which
    allows for teacher-directed movement to
    alternate with student-centered activities. A
    dance class that includes repetition,
    relationships, reflection, and recuperation
    supports meaningful learning for all.

    2. We provide an enriched environment. A
    multi-sensory environment and challenging
    curriculum promote the growth of brain cells
    that are larger, have more dendrites, and
    communicate better with one another. In our
    dance classes props and manipulatives, pictures,
    music, written language, spoken language,
    obstacle courses, movement and motor skill
    development all contribute to a stimulating
    sensory experience.

    3. We give meaningful feedback. Teachers at
    CDC give specific, descriptive, timely, and
    positive feedback to students throughout the
    lesson. Students are able to learn, grow, and
    develop with this interactive and meaningful
    feedback; the brain needs feedback to make
    meaning out of an experience.

    4. We include opportunities for emotional
    engagement. We strive to create a joyful, fun,
    and challenging atmosphere in our classes. This
    helps to release the chemical serotonin (a feel-
    good chemical). A negative or stressful
    environment releases the chemical cortisol,
    which in large amounts can actually damage
    brain cells. Reflection and sharing thoughts and
    experiences after exploring a dance concept,
    developing skills, or sharing choreography,
    emotionally engages students.

    5. We allow for social interaction. Humans are
    social creatures and because the brain learns
    through social interaction we seek out
    relationships. Classes at the Creative Dance
    Center include a variety of groupings such as
    pairs, trios, and small and large groups. This
    allows students to learn from one another,
    collaborate, problem-solve, and breaks down
    gender, cultural, and learning style differences.

    6. We present developmentally appropriate
    curriculum. Understanding the developmental
    stages of the students in a class is critical to
    offering a curriculum that is challenging but
    achievable. Bored or frustrated students will
    often engage in inappropriate behavior if
    inappropriate curriculum is presented. Through
    teacher education, workshops, and collaborative
    discussions, CDC’s faculty is able to present
    developmentally appropriate curriculum to all

    7. We allow students to take control of their
    learning. Teachers at the Creative Dance Center
    are facilitators who allow students to construct
    their own learning and re-create what they have
    learned. The brain learns by working out
    solutions in order to understand material and
    will retain information longer if given this
    student-centered opportunity. Exploring dance
    concepts and solving movement “problems” in a
    variety of ways motivates, engages, and bestows
    responsibility on students. Improvising,
    creating, and choreographing synthesizes
    concepts and makes what has been learned
    personally meaningful.

    8. We provide both novel and repetitious
    experiences. Optimal learning is made up of a
    balance of novelty and repetition. Novelty
    creates the brain’s synaptic connections and
    repetition hard-wires those connections. The
    conceptual approach we use at the Creative
    Dance Center introduces novelty into each class
    by exploring a new dance concept each week.
    Repetition is inherent in the structure of our 5-
    part lesson. Through repetition, dance skills and
    technique can be developed and improved. The
    novelty of the dance concept keeps this skill
    development from becoming boring or

    9. We provide information about proper
    nutrition. Our brains need good nutrition,
    plenty of water, and oxygen. Without them, our
    brains cannot fully function. The importance of
    a healthy diet and a hydrated body receiving
    plenty of oxygen through breath and exercise is
    something we share with students during rest
    time and at other valuable moments.

    10. We offer a curriculum that is holistic and
    sequential. All teachers at the Creative Dance
    Center have an amazing tool that makes lesson
    planning automatically holistic and sequential.
    The 5-Part Lesson Plan gives students the
    opportunity to learn about a whole idea in
    context rather than in sub-parts and pieces. The
    dance concept is the “big idea” of the class and
    the (1) BrainDance (warming-up), (2)
    Exploration of the Concept, (3) Developing
    Skills, (4) Creating, and (5) Closure/Cooling
    Down are the sequential pieces that make the
    whole so satisfying.

    The next time you have the opportunity to observe a dance class at the Creative Dance Center, give
    yourself a little test. See if you can identify where brain-compatible principles are being used in the
    lesson plan and notice how learning, behavior, skill development, and creating are affected by
    putting these principles into practice. Now you know why we say, “The Creative Dance Center
    provides the best dance education in the Northwest since 1981!”

    Tuesday, September 14, 2010

    Networks away!!

    I'm now twittering, diigoing, and google-reading!! It's somewhat overwhelming but exciting at the same time as the pieces fall into place. Here is my google-reader page and also my twitter
    In my google reader, I'm following my classmates Meg and Jessica's blogs so I see their new post for the PLE. I'm also following websites we'll be using and have been introduced to through this class. I'm also following a few dance and dance education blogs so I'm up to date and current with that.
    Teaching with Technology
    Meg's Blog
    Jessica's Blog
    Better Learning or Better Learners?

    Twitter I'm following two different dance tweets so I'm informed on events and issues there. I've also found a few friends to add so I can follow them as well.

    The most beneficial thing I've found so far was actually what I bookmarked on Diigo today. The official NDEO website. This organization is something I've been learning about and need to be familiar with because they will greatly influence me in my future career as a dance educator, so it's great to have it easy accessible and bookmarked there for me and my fellow dance education majors.

    New Gadget!

    I added a new and exciting gadget!! Take the poll! I want to know what your favorite holiday is? Cause who doesn't love holidays?

    Wednesday, September 1, 2010

    Learning- Full Speed Ahead!

    Things really start flying once you get going. I love how simple Blogger is and how it is clearly outlined and organized so you can figure most things out completely on your own. I've already been able to navigate my way around to choose a new outline, background, colors, themes, etc. Of course, I found a picture of some ballet pointe shoes to represent my ballerina self. I'm not loving it however, so I think I'm going to search for a new background and appearance that's a little more aesthetically pleasing.

    Although brief, I've started my "about me," my profile information, and figured out how to not only add a picture, but crop it as well! That was exciting. I also have invited followers, so far i'm my only one. I hope I sent out invitations correctly (I'm really not sure if I did). I know I must sound technology challenged, and you're probably right! I honestly do not know much about these tools, but I think it's great that they're fairly simple to catch onto. Back to clicking around to keep discovering more!

    OH! and here's a link to google.