Dance
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Integrative Learning
Integrative learning is probably one of the most important things I have learned here at RU. It is one thing to be given facts and information, but it is another to incorporate that into outside learning and application. Projects where I have reflected upon integrative learning include "ELEGY", "TAP PEDAGOGY", "HIGHLANDER IN ACTION", and "UNITED WE DANCE".
My "HIGHLANDER IN ACTION" trip was my very first experience with Scholar-Citizen. It took place in Livorno, Italy, where I experienced so much of the country's rich culture and beautiful way of life. I travel with my jazz professor at the time Bob Boross and another dance student. We were able to travel to Italy for 3 weeks and learn something new every day. In my e-Portfolio below, I explored the experiences I faced and the things I learned in an in-depth manor. Since it was one of my first experiences in college, the ideas and things I faced are different than those I face now. I like looking back at this first ePortfolio and seeing how I reacted to things as a freshman and compare that to how I react to things now as a senior. This trip was one that set me up for expansive learning and creative thinking for the years to come.
Integrative learning is probably one of the most important things I have learned here at RU. It is one thing to be given facts and information, but it is another to incorporate that into outside learning and application. Projects where I have reflected upon integrative learning include "ELEGY", "TAP PEDAGOGY", "HIGHLANDER IN ACTION", and "UNITED WE DANCE".
My "HIGHLANDER IN ACTION" trip was my very first experience with Scholar-Citizen. It took place in Livorno, Italy, where I experienced so much of the country's rich culture and beautiful way of life. I travel with my jazz professor at the time Bob Boross and another dance student. We were able to travel to Italy for 3 weeks and learn something new every day. In my e-Portfolio below, I explored the experiences I faced and the things I learned in an in-depth manor. Since it was one of my first experiences in college, the ideas and things I faced are different than those I face now. I like looking back at this first ePortfolio and seeing how I reacted to things as a freshman and compare that to how I react to things now as a senior. This trip was one that set me up for expansive learning and creative thinking for the years to come.
Making Connections
Keep This For Me: Memories of the Last World War
"Keep This For Me" was an original musical written and directed by Professor Amy VanKirk and Tommy Iafrate. During this musical I was a cast member and also a SCI representative. I performed in the show, relating to the original text from Professor VanKirk's grandparents, and really got an inside look at portraying a solider, wife, and female during the time frame of the second World War. The text and dancing were extremely thought provoking and challenging as we were directed to embody fear, emotion, loss, and despair.
My relation to this project went even deeper, though, as I was asked to facilitate the talk-back sessions after the show for two nights. In order to prepare for these talk-backs I had to get my familiarity with the talk-back panel and with the history behind WWII. I called and interviewed the professors that were going to be on the board, ranging from History Professors to Art Professors. During these talk-backs I was able to apply the knowledge that I had learned and also learn what it is like to facilitate an open discussion. I was able to make the connection between performance and vocal community engagement. The feedback was amazing from these talk-backs and it set me up to lead many more talk-backs in the future.
Elegy
I collaborated with Professor Amy VanKirk to produce the Freshman Seminar show "Elegy". For this show, as contradicting to "Keep This For Me", I took on a behind the scenes role. The full process is laid out below and the link to the full ePortfolio of the project is labeled "ELEGY EPORTFOLIO" as well as my reflection labeled "ELEGY REFLECTION"
The beginning of this project began with Ms. VanKirk’s reflection of the facts that she learned from her family, specifically her uncle, a Vietnam Veteran. From this reflection she created an original dance based on the stories she learned from the Vietnam War. For the semester she was asked to be a part of the Big Read NRV. One of the most interesting parts of this project was the way Amy connected with the students of her freshman class. Ms. VanKirk was given the book “The Things They Carried” to give out to her students. From the book, the students were able to read and relate dancing to words; the students took quotes or stories from the book and made dance phrases inspired by these quotes. As I visited the class, I was shocked to see how much each student applied what they read and really took it to heart. Many of the quotes were about the war, but the dancers also related those quotes to their current lives. One student explained that she learned her choreography felt more personable when she was able pull from live events and find out how that related to her day to day activities. Seeing the new freshman at that time come in and already have experiences like this was really inspiring to me. Dance is used as voice, and for this project we wanted the voice of the dancers and the voice of the fallen soldiers to speak.
For the show itself I constructed costumes and I lead a talk-back discussion following the performance. Through the talk-back I was able to again relate to the audience and see the effect that the choreography had on their emotions and feelings.
Keep This For Me: Memories of the Last World War
"Keep This For Me" was an original musical written and directed by Professor Amy VanKirk and Tommy Iafrate. During this musical I was a cast member and also a SCI representative. I performed in the show, relating to the original text from Professor VanKirk's grandparents, and really got an inside look at portraying a solider, wife, and female during the time frame of the second World War. The text and dancing were extremely thought provoking and challenging as we were directed to embody fear, emotion, loss, and despair.
My relation to this project went even deeper, though, as I was asked to facilitate the talk-back sessions after the show for two nights. In order to prepare for these talk-backs I had to get my familiarity with the talk-back panel and with the history behind WWII. I called and interviewed the professors that were going to be on the board, ranging from History Professors to Art Professors. During these talk-backs I was able to apply the knowledge that I had learned and also learn what it is like to facilitate an open discussion. I was able to make the connection between performance and vocal community engagement. The feedback was amazing from these talk-backs and it set me up to lead many more talk-backs in the future.
Elegy
I collaborated with Professor Amy VanKirk to produce the Freshman Seminar show "Elegy". For this show, as contradicting to "Keep This For Me", I took on a behind the scenes role. The full process is laid out below and the link to the full ePortfolio of the project is labeled "ELEGY EPORTFOLIO" as well as my reflection labeled "ELEGY REFLECTION"
The beginning of this project began with Ms. VanKirk’s reflection of the facts that she learned from her family, specifically her uncle, a Vietnam Veteran. From this reflection she created an original dance based on the stories she learned from the Vietnam War. For the semester she was asked to be a part of the Big Read NRV. One of the most interesting parts of this project was the way Amy connected with the students of her freshman class. Ms. VanKirk was given the book “The Things They Carried” to give out to her students. From the book, the students were able to read and relate dancing to words; the students took quotes or stories from the book and made dance phrases inspired by these quotes. As I visited the class, I was shocked to see how much each student applied what they read and really took it to heart. Many of the quotes were about the war, but the dancers also related those quotes to their current lives. One student explained that she learned her choreography felt more personable when she was able pull from live events and find out how that related to her day to day activities. Seeing the new freshman at that time come in and already have experiences like this was really inspiring to me. Dance is used as voice, and for this project we wanted the voice of the dancers and the voice of the fallen soldiers to speak.
For the show itself I constructed costumes and I lead a talk-back discussion following the performance. Through the talk-back I was able to again relate to the audience and see the effect that the choreography had on their emotions and feelings.
Problem-Solving
Tap Pedagogy.
The biggest examples of problem-solving for me have been through my experiences teaching dance. When you are teaching a dance class you have to try and understand the children in the room and you have to earn their respect. You have to set up discipline in order to maintain safety and a healthy environment, but you also have to be fun and make the classes enjoyable. Through the RUBY program I have been teaching for 5 years. During Fall 2015 I decided to conduct an independent study course looking at Tap Pedagogy for Children, with academic adviser Professor Amy VanKirk. I wanted to expand my knowledge of tap dance technique while at the same time get to integrate that learning into my RUBY Tap class. During this course I was really able to expand my ways of teaching and learn new ways to solve problems in the classroom. My reflection of the semester can be found below labeled "TAP PEDAGOGY REFLECTION"
Outreach Performance
During the Fall 2014 Semester in Professor Deborah McLaughlin's Dance Production course I contracted the class for SCI and Honors Credit. During that semester our class choreographed dances that steamed from a specific culture and performed it at the Juvenile Detention Center in Christiansburg, VA. Choreographing the dances and doing an outreach performance were already included in the course syllabus, but reflecting and researching on juvenile delinquency was something that I did in order to expand the specifics of the course. Complex issues stem from juvenile delinquency, and in my research I was able to understand more about why these problems occur and about how art can step in and make a difference in situations where there seems to be no hope. To get a more in depth look at what I learned, just follow the "UNITED WE DANCE" link below.
Tap Pedagogy.
The biggest examples of problem-solving for me have been through my experiences teaching dance. When you are teaching a dance class you have to try and understand the children in the room and you have to earn their respect. You have to set up discipline in order to maintain safety and a healthy environment, but you also have to be fun and make the classes enjoyable. Through the RUBY program I have been teaching for 5 years. During Fall 2015 I decided to conduct an independent study course looking at Tap Pedagogy for Children, with academic adviser Professor Amy VanKirk. I wanted to expand my knowledge of tap dance technique while at the same time get to integrate that learning into my RUBY Tap class. During this course I was really able to expand my ways of teaching and learn new ways to solve problems in the classroom. My reflection of the semester can be found below labeled "TAP PEDAGOGY REFLECTION"
Outreach Performance
During the Fall 2014 Semester in Professor Deborah McLaughlin's Dance Production course I contracted the class for SCI and Honors Credit. During that semester our class choreographed dances that steamed from a specific culture and performed it at the Juvenile Detention Center in Christiansburg, VA. Choreographing the dances and doing an outreach performance were already included in the course syllabus, but reflecting and researching on juvenile delinquency was something that I did in order to expand the specifics of the course. Complex issues stem from juvenile delinquency, and in my research I was able to understand more about why these problems occur and about how art can step in and make a difference in situations where there seems to be no hope. To get a more in depth look at what I learned, just follow the "UNITED WE DANCE" link below.