By Emily Pitcher dancer instructor for the San Francisco Ballet Center for Dance Education's Dance in Schools and Communities program (DISC). April 1, 2010
Our process of developing dance for the Performance Project at Harvey Milk is going well. I am choreographing sections and then putting them together like puzzle pieces. In addition, the dancers have been divided into small groups and work together to create their own group combination. Through this process, these third graders are learning how to both collaborate creatively and work hard in order to perform the choreography.
There are many different levels in terms of movement experience within my group of students, but everyone is really trying their best. When you share this process, it opens up the child in a way that’s different from a regular classroom environment. Emotional issues can surface and it’s important to address the them and help the child find ways to work it out through the movement, if possible. We do discuss any issues verbally as well. Overall, it’s an opportunity for a child to grow physically, mentally, and emotionally. It’s an added bonus that the dance piece honors civil rights activists and what they stood for, which often serves as a reminder when things can feel challenging to the students. Nonetheless, we have bonded after spending several hours in this rehearsal process.
This group of third graders is very special as they are all very unique and bring something different to the process. While I do look forward to seeing the final product, it is a lesson in itself to always remember the process; it’s what gives the product its integrity and truly feeds the creative spirit.
Students practice making shapes with their arms.
This small group is creating their own choreography.
Update from Harvey Milk Civil Rights Academy
dancer instructor for the San Francisco Ballet Center for Dance Education's Dance in Schools and Communities program (DISC).
April 1, 2010
Our process of developing dance for the Performance Project at Harvey Milk is going well. I am choreographing sections and then putting them together like puzzle pieces. In addition, the dancers have been divided into small groups and work together to create their own group combination. Through this process, these third graders are learning how to both collaborate creatively and work hard in order to perform the choreography.
There are many different levels in terms of movement experience within my group of students, but everyone is really trying their best. When you share this process, it opens up the child in a way that’s different from a regular classroom environment. Emotional issues can surface and it’s important to address the them and help the child find ways to work it out through the movement, if possible. We do discuss any issues verbally as well. Overall, it’s an opportunity for a child to grow physically, mentally, and emotionally. It’s an added bonus that the dance piece honors civil rights activists and what they stood for, which often serves as a reminder when things can feel challenging to the students. Nonetheless, we have bonded after spending several hours in this rehearsal process.
This group of third graders is very special as they are all very unique and bring something different to the process. While I do look forward to seeing the final product, it is a lesson in itself to always remember the process; it’s what gives the product its integrity and truly feeds the creative spirit.
Students practice making shapes with their arms.
This small group is creating their own choreography.
Student’s create a symbol for caring.
A very cool (almost disco-like) pose!