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2013 - Present: Dance Teacher at Alexandria Township School, NJ
2013 - Present: Dance Teacher at Alexandria Township School, NJ
Classes and Activities Include:
• DANCE MAJORS TEACHER: 30 Dancers, 3 classes/week for 3 consecutive years
• DANCE MINORS TEACHER: 45 Minors, 2 classes/week for 1 trimester/year over 3 consecutive years "cycle class"
• SPRING DANCE CONCERT DIRECTOR: 75 performers in yearly production
• MATH DANCE ADVISOR: 15 students in club for experience with math lessons taught through dance
• DANCE TEAM ADVISOR: 20 performers in seasonal basketball game performances
• MUSICAL CHOREOGRAPHER: 100 performers in yearly production
• MINDFULNESS TEACHER: 25 students in stretch, meditation, healthy practices in weekly class
• BROADWAY FIELD TRIP ORGANIZER: 100 students and 50 chaperones in Broadway workshop & matinee yearly trip
• COOPERATING TEACHER: Host Masters of Dance Education Student Teacher from Rutgers University each fall semester
6th Grade Dance Minors explore cultural dance: "Chinese Dance: The Dragon Dance" in a final presentation/performance.
Students working together to create a "movement fence" through stillness, negative space shapes, and accumulation.
Leading partners around the room to practice awareness and build trust in the community.
Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning.
Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning.
Dewey, Experience and Education. 1963, p. 48
Dewey, Experience and Education. 1963, p. 48
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