In my work with elementary students we have a group dancing time to warm up and learn clogging, a little each day until they have some mastery of basic steps by the end of the week. The bulk of our class time, however, is spent with partners engaged in creative work. This effort is done in what I call a 'personal dance space': a scaled down version of the portable square dance platform on which I teach and perform. Mine is wood, theirs are tape. Mine is brown, theirs are blue. Mine is three dimensional, theirs is two dimensional. Mine is 3'x3' and theirs are 2'x2'. Did I mention I love floor tape?
On the first day we work exclusively as a large group and the tape on the floor in our dance space is a simple three-sided rectangle. The kids line up with their toes on the tape and face toward the center of the space. This way everyone can see me and what my feet are doing. By the second day of our work together I've managed to tape out about 15 pairs of blue dance spaces. Inevitably, on that day the kids walk into the room and, knowing nothing about what is going to happen in our class later, they go directly to a box and sit down. I have to redirect them to the large-group perimeter tape but there's something about having a space of one's own, and these boxes just pull them in.
We never talk about the set up of the room, but since we focus quite a bit on transformation and symmetry in this program I try my best to make sure that, if asked, I can draw an accurate line of symmetry down the middle of our dance space. So, without further ado, here are some drawings done by fourth graders as part of a Thank You letter project their teacher had them complete at the end of the residency. No one told them what to draw.
|I'm obviously very welcoming! This was drawn from memory, back in her regular classroom. |
Notice the basic symmetry of the space.
|This isn't exactly what the room looks like (not enough squares), but you can draw a perfect line of symmetry from top to bottom of this picture.|