next year - new school! (and hopefully more regular blogging…)

Well, I seem to have gone completely AWOL for the last couple of months… a consequence, I guess, of teaching at (and dashing between) two different school while simultaneously trying to find a school interested in building a dance program. Also, I guess, there's that thing of  not really teaching much dance this year — I have kept a little more up-to-date on the art program blog for my school's website...

So as it happens, I got the word this spring that the art program I'd been teaching for the past two years, since the dance program at EOSA vanished, was also being cut — the classroom teachers thought their kids needed more physical activity, so they decided they needed a PE specialist for their prep teacher (I tried, but failed, to sell the leadership team on the value of a dance-based program… I got comments like "yes, but those sports skills are so important, too…"). When I reminded my contact in HR that I had been trying since December to get some help from her department to get back into a dance position, she gave me a list of three schools with open positions so that I could inquire about interest in dance… To make a really long saga relatively short, one principal replied to my inquiry right away, saying she was so excited to get my message because she had been hoping to start a dance program for two years (if only I'd known!).

So I get to transfer, to a middle school this time (now I will have taught every grade in this district). It will be a half-time position, three classes of Beginning Dance (one each for 6th, 7th, and 8th graders), presumably stuffed full of kids (40-plus in each class). It's been a while since I've taught middle school, so this should be interesting — last time (about 10 years ago), I was a very different teacher, with not nearly so much experience under my belt… and most vitally to me, without having yet had that experience of guiding kids to get beyond cute steps to cool music and to truly create meaning in dance. I am excited to see what will happen (and so relieved I won't have to teach elementary-school PE!)… No matter what, with three dance classes a day, I should be able to find much more to write about here than I did this year!

Dear Marcus…

There was an altar set up in the (former) EOSA building for our lost student and EOSA family member, with papers available to write messages, and this is what I left:

Dear Marcus — I will never forget...
… your sweet, beautiful smile…
… you so often acting goofy in class — and somehow managing not to drive me crazy in the process...
… how you always asked me to play Chris Brown songs for warmup stretches…
… you going on stage all by yourself (after much encouragement — and pushing) to perform your sophomore-year Beginning Dance final as a solo, when your partner didn't show up…
... your junior year dance history final, in the style of Michael Jackson...
… senior year, after being kept out of school for a couple of months, you came back the day before (the day before!) the Winter Concert — and pulled off your part in "Rocka My Soul" with style and aplomb…
… when the whole Dance Production class was asked to come to your Student Study Team meeting, to help keep you on track in your senior year…
… on the way to performing at New Highland Elementary, you grabbed me just before I would have stepped off the curb in front of a car I hadn't seen coming — saying "Mrs. Goodwin, I just saved your life!" (and you did)…
… did I mention your sweet, beautiful smile?…
... and of course, your absolutely invaluable contributions in a class that made some truly meaningful dances together...

You were so much a part of my teaching life for those years, I still can't wrap my head around the idea that you're gone so soon — I will never, never forget you.

Hard news...

I found out this morning that one of my former students from EOSA was shot and killed... Marcus was one of the dancers from 2008, in that amazing class who created the dance about youth killings in Oakland. His entrance words for that piece were "I lost at least three of my friends last year… with all this happening, it makes me think about how much longer I have to live..." I had described EOSA, in my NDEO presentation that year, as a school where kids walk around in t-shirts saying “RIP, gone but not forgotten" and miss school for way too many funerals. And so it goes on...

Rest in peace, Marcus, you were beautiful and will never be forgotten...

Claudia, Marcus, Asia, & Johari

East Oakland student to Mills

I haven't written a lot about my current dance class this year, in large part because it has been one of the most… well, shall we say challenging?.. classes I have taught in all my years of teaching teens — an odd and unfamiliar combination of not taking Dance seriously as a class or subject, but still caring about a good grade. This group has been hard to reach (which is also one reason my blog posts here have been pretty sparse of late).

But we do have small successes, of course, and one came recently in the form of the only senior in the class fall semester. Back in November, we had had the opportunity to attend the Mills College Dance Repertory concert as a field trip (for anyone outside the bay area, Mills is a fairly exclusive private university which boasts one of the preeminent dance programs in the area). Many of the students seemed disengaged during the performance, and needed some reminders about theater etiquette; but this senior was captivated, and talked to me extensively about both the dances she saw and the Mills campus on the way back to school.

Unfortunately, this student had to transfer out of the dance class in order to complete some other credits this semester… But a few weeks ago, she stopped by the class to tell me that she was so taken by the atmosphere on the Mills campus that she had applied there, and had just found out she was accepted! I spoke to her about it again last week, and she said that she was lining up her scholarships and financial aid, and intended to attend Mills in the fall.

The reason this is big news is that, even though Mills is located in East Oakland, just a couple of miles from the inner-city communities where my current students (as well as all my former students from EOSA) live, the low-income students in the community who even aspire to attend Mills are few and far between (those with high aspirations are much more likely to try for the UC system, which is generally much better known). One of my creative dance teaching mentors, herself a Mills graduate, mentioned to me that when her organization began working with the Oakland schools to create an elementary school dance program in the neighborhood, one of her dreams was that she would see an East Oakland student go to Mills… so, one small success from this class!

NDEO survey (vital information!)

This is a little different from my usual post, but it's an important issue, so… The NDEO (National Dance Education Organization) has been conducting a survey to try to establish a database of K-12 dance programs across the country. One of the reasons that this survey is vitally important is because Dance as an academic discipline has traditionally been left out of the FRSS (Fast Response Survey System) surveys established by the National Center for Education Statistics to collect issue-oriented education data… which is then used in congressional testimony, Department of Education reports, and all kinds of education advocacy. Dance has been left out of these surveys because of the (circular) reason that we just don't know how much dance is out there in the schools! Meaning, of course, that when funding and curriculum decisions are made, we are left out of the conversation again…

So — NDEO began a survey to begin to remedy this situation. The deadline for filling it out has been extended to April 6th — if anyone out there reading this is in a K-12 program and hasn't filled it out, or even knows colleagues who have yet to fill it out, please get to it! The survey form itself is here: K-12 Data Collection Form; with more information about it on NDEO's homepage. Thanks, everyone!

the value of dance education (revisited)

Not long ago, I created a short slide presentation on the value of dance education (in order to have something visual for administrators who may be considering beginning a dance program) — then expanded the text in order to have something to send... I still think, in terms of the true value of dance education, that I can hardly improve on what my former student said (which I posted last August); but I thought I might just copy what I wrote here, since it encompasses some ideas and language that I have refined over the years...

Dance Education — a vital component of arts and movement curricula

The arts are an important, though often overlooked, facet of education  expanding our vision and training the heart as well as the mind. Dance as an art form has been particularly overlooked in our education systems, although dance is one of the most universal and elemental of art forms.

Dance is the only discipline which combines an art form with a physical activity. In today's television- and computer-oriented society, giving students a start toward a lifetime of physical activity is a necessity. A dance program can provide opportunities for movement during the school day, aligning with the First Lady’s "Let's Move" initiative to combat childhood obesity.

Research* shows that many students today  learn best through kinesthetic intelligence —  so including dance in a comprehensive curriculum helps to provide access to learning for all children.
* including:
Clara C. Park, CSU Northridge: Crosscultural Differences in Learning Styles of Secondary English Learners
Dr. Stephen Earl White, Columbus Technical College: Factors That Contribute to Learning Difference among African American and Caucasian Students

The study of multicultural dance forms can enhance our understanding of one another as humans: through the study of a variety of ethnic dance styles, students can explore the  commonalties as well as differences among widely disparate cultures. Dance can be a way for students to experience for themselves the complex, profound art forms of other cultures.

Taught with a creative base encompassing exploration and discovery, dance helps to expand crucial critical thinking, problem solving, and spatial thinking skills, as students expressing themselves through movement are challenged to think in new ways and to form their thoughts and feelings into physical reality.

In standards-based classes using the Create-Perform-Respond model of national standards for the Visual and Performing Arts, students learn to create using the basic elements of dance — Space, Time, and Force/Energy. Problem-solving is inherent in creative dance, as each lesson poses a problem related to a specific dance element, to be solved in a movement study.

Students will also use their knowledge of dance elements to create and communicate meaning — creating, refining, and performing dances “based on ideas, experiences, feelings concepts, or images that have personal meaning or social significance" (National Dance Standards); and will build analytical and critical thinking skills by responding to the work of their peers and reflecting on their own work.

In California, only 34% of high schools, 10% of middle schools, and 14% of elementary schools offer standards-based courses in dance.

CDEA part 2 - the Dance Credential issue

During the morning roundtable session at the Northern California CDEA mini-conference, the ever-present issue of the teaching credential in Dance — or, more precisely, the lack of one — featured prominently in the discussion. For anyone reading this from outside of this state, my understanding (though some of this goes back to before my time as a teacher) is that California used to have a single subject credential in Dance (as well as Drama), but it somehow went by the wayside in a restructuring of credentials that happened in the early 1970s. So currently the applicable credential for teaching dance in this state is in PE (the state apparently assumes that if you're qualified to teach PE, you must be qualified to teach dance — sigh…). There are other ways to go about it — a multiple subjects credential with a subject matter authorization in Dance, for instance — but the PE credential is pretty much the standard.

One problem with this., of course, is that once you have to get a PE credential, they can make you teach PE — which is what I ended up doing for my first few years in public schools, and what I don't want to have to do again… Don't get me wrong, I have nothing against physical education, I believe it is vitally important in its own right — it's just that I personally know pretty close to diddly-squat about teaching any sports (with the sole exception of synchronized swimming, which I'm afraid really isn't called for too often in PE programs), and I do not like teaching subjects I know nothing about!

So there has been a push for many years to get the dance credential restored (as well as the drama credential — drama teachers are in much the same boat as we are, they have to get credentials in English). The discussion at the conference was somewhat hopeful, as there is some movement among the state education department and various arts organizations to bring the issue forward… perhaps there is a possibility of the dance credential being restored within my teaching lifetime...

However, one interesting angle to the PE-for-dance credential problem that I had never even thought of popped up in the course of the discussion: One dance teacher, who had recently been hired to replace a retiring teacher, mentioned that another problem with the PE credential requirement is that lots of PE teachers end up applying for dance positions — she said the previous teacher told her that out of a huge pool of applicants, the vast majority were "PE people" which they had to weed out to get to the relatively tiny pool of dance people… Well, I sat up and took notice at that — because this happened to be a position I had also applied for, but had never been called for an interview. I had presumed at the time that they had been looking for some very specific experience — performing with a major company, a particular technical emphasis, whatever — but on discovering during our lunchtime conversation that there was nothing like that and the only thing that truly separated us was her out-of-state dance credential, I began to suspect another possibility: that I was one of those "PE people" weeded out of the applicant pool! Could it be that someone in HR doing the initial screening actually didn't know that that the PE credential is standard for "dance people" getting credentialed in this state (because there is no dance credential!!!), and simply rejected out of hand all those applicants credentialed in PE without even looking at the resumes? I wonder… does this happen often???

There is one way to put dance on a credential, it is called a "Specific Subject Matter Authorization" (SMA). BUT here's the Catch-22: because the reason for an SMA is to "allow an individual to teach a class in a subject outside the area in which he or she earned a credential"; and because the Commission on Teacher Credentialing considers dance to be "subsumed under" the umbrella of PE, you can't add an SMA in Dance to a PE credential! So, even though all of my coursework was in dance, there appears to be no way to show that on my credential (sigh again). Just another way the arts (especially dance) are disrespected and disregarded in education...