I liked seeing Adesola's post regarding many starts. That gave me some hope as this is how I feel my module 3 is going.
I have started to realising
my lack of organisation is a problem.
Taking onboard looking more into Somatics to aid in my inquiry has
opened up a huge area where now I feel inundated and overwhelmed with too much
information. I have realised too that
many of the suggestions and ideas are geared towards older students, that some
of my students need to have experienced a feeling or imagery they are given in
order to benefit from it. I am also
dealing with a lot of chatting and playing around as I get through my idea of
the day, so not very productive sometimes.
However, using observation
and quick journal notes during class has led me to notice that one or two
students are ‘getting it’. I am seeing
these students start to put together sequences of steps a bit quicker. I am not sure if that’s down to me taking
more time with each exercise and not trying to teach the whole syllabus by the
end of term.
I didn’t take into
consideration making time to set up the video at the beginning of the class – I
was going to video three sessions and have so far managed half of one. Students have been coming and going – a broken
arm, holidays etc, so I had to get on with it yesterday and just do some
videoing – before teaching a task with my somatic ideas and after. I again feel that I’m not going to have an
answer at the end of my inquiry but it will be the beginning of a much longer
one.
For me, teaching with some
somatic principles has been very interesting but frustrating too as I am
expected to enter these students for exams in the Spring and we are not on
track as it stands for us to do this, so occasionally I resort to my command
style teaching in order to get steps learnt as quickly as possible. Interestingly one student commented on this the other day and asked if I could instead 'make it more fun' by using pictures, describing words and video. They also love working in pairs with one as the watcher and one as the doer. Unfortunately time goes by so fast that I've only tackled 2 of about 5 things I wanted to. Perhaps I'm expecting too much! My go to book at the moment which seems to help the most with teaching classical ballet to the pre-teen age is Dance and Somatics (Brodie & Lobel 2012). It has many useful chapters which help to give me ideas as to where to look for information next. Here again I have to get more disciplined and write, write, write or try and record as I have about 4 books I am writing in and I just grab whichever one is to hand - as a result I have loose papers all gathered in one file in random order; the sort of disorganisation which one my find oneself at tax time when sorting receipts.
If anyone has come across teaching somatically with children specifically I would love to take a look at that information. I am hoping my inquiry starts to gel more and start to make sense!
