Dance and Math? “Go Figure!” | Angela Gallo

As a college dance professor I serve as an advisor to many of our dance majors. I cannot even begin to imagine how many times over the years I have heard ‘I hate math’ or something similar from the students. In fact, as a student, I shared this view. Yet in teaching, performing, and choreographing […]

Speaking Their Language | Judith Sachs

As a dancer, I think in movements—lifting an arm, twirling a foot, jumping from side to side. But as an adaptive dance teacher, I also have to think of ways to communicate clearly what I want my students to do through language. Theories of movement education indicate that different brains learn movement differently. Harold Gardner’s […]

What a Chair Can Do | Judith Sachs

Who would have thought a chair could dance? Actually, some of our great current choreographers, like Mark Morris and Roni Koresh, use chairs to sit on, stand on or somersault across. They use them as props for dancers to drape themselves on or over. They use them as percussion instruments with dancers flapping their seats […]

Passing the Flame | Judith Sachs

I love teaching adaptive dance to older dancers. These are individuals who may never have danced before and whose movement is generally limited. So when they discover what they can actually do sitting in a chair or holding onto a chair-back, it’s inspiring. Over the past three years, I’ve developed a teaching style and a […]

Dancing in the Dark | Judith Sachs

I was nervous about creating a dance class for people with Alzheimer’s because I couldn’t teach them steps. I couldn’t expect them to learn a sequence because the attention necessary to watch and repeat movement simply isn’t there in people with moderate dementia. This meant that I couldn’t do anything I usually do when I […]

When Product Meets Process | Annie Harrison Elliot

When teaching, I often feel caught between my love of the creative process and the desire for a polished end product. Both are important, but limited time frames to work with students is always challenging. I generally only have 45 minutes to an hour once or twice a week to work with a group of […]

What Young Children Can Do | Annie Harrison Elliot

This is the third post in our January series around how perceptions of who can and can’t make art affect their teaching practice. Enjoy! —Malke Rosenfeld, ALT/space Editor ……………………………………….. I teach young kids, but at some point I realized my assumptions were getting in the way. The reason I teach very young children in the first […]