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Why I Dance Art Ed 1

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Melanie B

on 3 May 2014

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Transcript of Why I Dance Art Ed 1

Why I Dance Art Ed 1
Hello All,

In this Prezi, our example is the Ontario Art’s Council video: “Why I dance”:

As part of your participation in the Prezi, you are asked to respond to the questions: What assumptions about social life are evident in this video? How does the video illustrate the kinds of assumptions that are foundational to education and the arts?

Don’t forget to leave your initials on your post and to provide a direct reference to the material.

Looking forward to reading your submissions!
This case study addresses the assumption that the arts are not important to our daily lives by proving the different ways the arts are beneficial to one’s individual happiness. Each dancer explains how dancing has positively impacted their lives. This video demonstrates that the arts provide an alternative lifestyle in comparison to the schedule of the working class. By this I mean that the arts can give an individual an escape from their daily stresses, give them happiness that they may not acquire in their daily careers, and help build their self-esteem and confidence. Many people assume that the arts are unimportant because many artists struggle to make a living off their work, thus making their careers economically insignificant. This relates to education and the arts because some believe that arts education is not fundamentally important compared to the math, science, and language subjects. However, this video highlights all of the positive ways a student can be affected by participating in the arts. Art subjects provide student with a creative release aside from the practical textbook subjects. Art education allows students to get in touch with their creative side, using their body language and artistic talents, as a new means of communication and self-expression. As well, the arts, such as dancing, can be used as a tool to preserve cultural traditions. By including the arts in the schools, cultural diversity can be celebrated within the classroom. As well, the video showcased how people with special needs react positively to dancing. Arts subjects are a way to include students with special needs in the classroom by helping them find an artistic passion. In relation to the Chinese culture we discussed in American Born Chinese, dance can be used as a way to break cultural stereotypes and unite people of different ethnic backgrounds. When once dances, they are as equal as the company that they are dancing with.

By: Lauren Protomanni
wHY I, [MISS Q], DANCE ...
Dance is very close to my heart and it is why I really wanted to be a part of this affinity group. I, too, am a dancer and can relate to all of the things that every person in the video are talking about.Some of the words that resonated most with me include, feeling "free, happy, joyous, alive, young, bliss, healed, liberated, free of worry". That pretty much sums it up for me.

When you think about it, these positive feelings and emotions are signs of being a healthy social well-being. As social beings, we are naturally inclined to move towards things that make us feel these positive emotions;
, being one of them. Now, why can't
be the same? How often do we hear students say learning makes me feel "joyous" and "free of worry?" Our goal as educators is to find ways to cater to these social needs so that our students can be fully engaged in our classes just as dancers are when they hear music.

In the video, people talked about how dance helped boost their self-esteem and confidence which allowed them to express themselves and connect with others more freely and openly. Imagine a class environment that fosters each student's confidence which in turn allows them to come out of their shells to share their unique ideas and to connect with their peers. This is ideally what we should aim for. Dance is a universal language that knows no social boundaries (ie. age, gender, race etc.). As we can tell from the video, people of all ages, shapes and colors find the joy in dance. As educators, we can use the beauty of the arts or whatever it may be to cater ALL of our students social needs. Once their social needs are fulfilled, the process of learning becomes a process that they are naturally inclined to do.
-Queenie Seguban
Just thought I'd share some videos to show why I love to dance! <3

My students gave me the name "Miss Q" because I was "too cool, for school". Why? Simply because I danced Hip Hop. I had an immediate connection with my students because of dance and in turn, their behavior in my class drastically changed. They feel that they could relate to me which made them speak out more freely. They also felt comfortable asking for help and talking to me casually since they know that I am immersed in the same generation that they are in and that I understand what a teen in this generation is like.

So my challenge for everybody is to share random fun facts with your students about yourself and see how that may or may not affect their learning in your class! :)

"MISS Q. "
Dance can be fun...but don't forget...
Although I loved that this video gave a good representation of what dance can do for people emotionally; allowing them to embrace their self confidence, become a part of a diverse community and learn a new form of art, I found that the video was also missing something. As Lauren P. pointed out dance is shown to be recreational and I believe because of this they completely miss the discipline behind dance as an art form. One of the reasons I think that the Arts is not taken seriously is because it is made out to be "easy" and "fun" to do, whether it's drawing, painting, dancing or writing. Dance is shown as this lighthearted recreational event, not as a true discipline that many people study for years to achieve success and recognition for. I believe dance has all these fun benefits, especially in terms of embracing various styles of dance to reflect various cultures as Hooks has talked about in terms of having a genuinely multicultural classroom. However, I also appreciate it as a discipline, many of my friends from high school were part of professional dance teams, and dance classes and clubs at school helped them practice their talent. By considering subjects in the Arts, like dance, a discipline I believe they will gain more respect and appreciation by the public just as Science, Mathematics and Business are important "disciplines" to a student's growing success.

Nikolina Djuric
The Vulnerable Dance
Although this video showed a great deep understanding of the arts in dance, what is the meaning behind the music and rhythm? How will we understand this as a society who underestimates the importance, value, and meaning that is embedded and developed from the arts? As Lauren P. States in her text, the diversity and complexity of art is just as in comparison to that of the diverse society we encompass. Dance is one of those things that gives emotions and allows human beings to feel the meaning of the dance. This calls for deep understanding of what the dance means. One is drawn to this feeling of good emotions because we find places we are comfortable as humans. Often in education, students who are not drawn to all subjects may feel distant towards school leading many to gravitate to the arts because of the feeling it has to offer. Imagine how more communication would emerge especially in schools where students feel happy, safe, open minded, and an increase in confidence and self esteem. What better link between the arts and education could appear? Dance is that subject and a part of our daily lives in society that has no discriminations or social boundaries between race, gender, social class, diversity, or orientation. In the classroom, dance and music can be used as an asset to better our environments and include social differences that it can make for a more inclusive society because of the feelings it delivers and its inclusiveness to all cultures accessing all students.

Josie Di Salvo

The assumptions which are made about the social life in the video by the Ontario Art’s Council video: “Why I dance" are that"dance is without the fear of anyone judging", "dance has provided with more confidence", "if you can move, you can dance" (Ontario Art's council). The assumptions which are foundational to the education and the arts is that it is not hard to dance. If you know about moving you know about dance. Therefore, in schools when dance is introduced it is not given much importance with the limited time offered towards it. However, dance should be used in ways to embrace culture which is also mentioned in the video that "dance brings culture together" (Ontario Art's council). Zach Kelehear's article, "Mentoring in the Art Classroom" that was posted for one our responses highlighted Dewey's views on bringing other cultures together through art (Kelehear, pg.67). Dance is way more than just being able to dance but its about expressing emotions and issues as said in the video. Dance should be given more importance but the video in some statements makes it seem not so important. As elaborated in "American born Chinese" by Gene Luen Yang it is important to accept who you are not escape from it. Dance should not be something to causes individual to escape but to express who you are (Ontario Arts council).

Gurpreet Kaur

Yang, Gene Luen. "American Born Chinese". Square Fish, New york. 2006

Ontario Art’s Council video: “Why I dance”. Youtube video

Zach Kelehear and Karen A. Heid. "Mentoring in the Art Classroom". Studies in Art Education , Vol. 44, No. 1 (Autumn, 2002), pp. 67-78


The video “Why I dance” presents great parallels between the all-inclusive activity of dancing and the classroom. One assumption the video makes is that everyone can benefit and find solace within the act of dancing. Personally, I don’t experience this connection with dance, however I do find it in other activates within the arts. The creation of connecting links between various cultures and an all-inclusive experience are crucial to education and the arts. It is this ideal which is a foundation in education in the arts and is prevalent within the video. In the reading from Hooks “Teaching in a Multicultural World” the author reiterates this. “Teachers have the opportunity to learn to create ways to approach the multicultural classroom and curriculum” (pg 2). The video often uses expressive words to describe the experience of dance such as joyous, happy and confident. In summation, the idea that the video expresses is that dancing parallels the art of being human. The arts are often likened to the study of the human condition, and this video draws on that ideal. The reading from Hooks reminds us that there is a balance of introducing this ideal into a multicultural classroom while still supporting the outline of the curriculum. I believe that maintaining a successful balance is the greatest challenge facing TC’s. This balance continuously tasks teachers to understand and implement creative resolution.

Carey Worrod

Dancing for Connection

After watching this video I noticed that the assumptions made about social life are that dancing is a way to connect with others, have fun, feel liberated, feel joyous, and other heightened euphoric feelings. Each dancer explains exactly how dance makes them feel emotionally and physically. All answers are positive and make dance seem like a truly intimate and exhilarating experience that can deeply help someone to connect not only to their inner self but to other people in a rhythmic form. The problem with this video however is that it excludes other forms and ways of social life and finding connection. For those who may be shy to dance or don't particularly enjoy dancing will feel as though that is the only way they can feel liberated, and have fun, and connect with others. Similarly in education and the arts, teachers are very narrow minded and not open to showing students different ways to learn and think about art. Just as the video holds the view that through dancing one can truly have fun and be free, etc. so too does education hold the view that art is one dimensional and only seen in one way. What should happen in education is that teachers show students how they can feel liberated and connected to different forms of art: oil paint, watercolor, clay, acrylic, sketching, etc, drama, theater, dance. This way if a student does not feel comfortable in one area of art they can choose an area that they do enjoy to feel connected and artistic. The video attached made me think of how dance doesn't have to be thought of in its traditional sense but can be viewed and appreciated differently for those who are non dancers. This video incorporates a bit of dance with art in a unique way. In relation to our course texts, american born chinese highlights racial stereoptypes the same way that dance can highlight racial stereotypes Ie: SaLSA for spanish, tarantella for italian and reggae for blacks. What we should do is break these stereotypes so that all cultures can feel free to dance any genre without being labelled.

Vanessa Vecchio.
Why I dance
What assumptions about social life are evident in this video?

One impression I took from the video is that the arts, in this case dance, is ingrained in human beings. Conversely, the video also seems to suggest dance is an escape and somewhat separate from our daily lives. I would like to agree with both aspects of this thinking. It was interesting that the video included a clip with children because I feel it directly speaks to the inherent nature of the arts. Children lacking training or instruction are still inclined to move to music. Dance is therefore an essential and natural response to the world around us. Everyone is born with the desire to dance, it is only through growing up that is lost. This leads me to my next point which seeks to answer:

How does the video illustrate the kinds of assumptions that are foundational to education and the arts?

Most poignantly, I feel this loss of desire to participate in artistic mediums speaks to the role of Education and the Arts. Knowing that dance promotes joy, confidence, etc, the education system must reflect knowledge of this. The existence of the Arts as a mandatory part of the curriculum expresses that the curriculum makers are aware of its value. The arts perception as lesser expresses that the curriculum makers do not feel joy, confidence, etc, as the most vital and desirable things to achieve.

-Rachel Dowzansky

The first question:
What assumptions about social life are evident in this video (Why I dance?)?

In the video, many people had commented: “Why dancing?” Their answer: dance makes them feel alive and happy. Dance also makes people feel very blessed, lift their spirit with joy. People choose dancing, because they want to be happy. They feel as if dancing is a natural part of life, feeling like a child again. People were very much drawn to the idea of dance, of its discipline.

Dance also serves as a connection, to bring people closer to each other, especially when they dance with a partner; sharing their emotions with one another, and with their own community. It is also a way to learn different dance styles; world tradition, different movements, languages and cultures that is associated with it.

Dance is a way of healing, self-expression, without the judgement of others. It is the most effective, inexpensive way to therapy, in order to release stress. While dancing, people leave behind their works and traumas or stress in life, and just enjoy dancing. We are feeling free, life and laughter and joy that we don’t get often in our life, in our culture.

Dance is a way that can develop our confidence. Often people would say: “but I can not dance.” People have the idea of themselves that they can not dance all their life.

There are no restrictions for dance; anyone can dance; any culture, gender, race, ethnic, or age. As long as we have a rhythm, a beat inside us, we can all dance.

The second question:
How does the video illustrate the kinds of assumptions that are foundational to education and the arts?

A video I've found is called "Arts & the Mind: Arts in Education"; it states the importance of the Arts in Education. Arts (music, dance, visual art, drama, poetry) not only play a central role in human's live, but it also helps grow healthy young minds and maintain them as we age.
Speaking from a personal point of view; I think without arts (music) during my High School year, I don't think I would be able to graduate High School. Arts (music) was my inspiration to do well in school.
Arts definitely help students think outside the box, especially students at risk. People assume, because students do not do well in school, not follow the school curriculum, they are considered "Failure". I think Arts really bring not only joy, but inspirations, courage, self-expression, to everyone, not just young people, but everyone.

Judith Soo

Judith Soo
Question 1: What assumptions about social life are evident in this video (Why I dance?)

- There is the assumption that dance is an activity that can be enjoyed and participated in, regardless of who you are. The video shows people of different sex, religions, race, culture, and even those with disabilities participating in dance. I believe this shows that dance is something that can be learned across all boundaries and borders.
- But to this idea of dance crossing all the facets that make us who we are, it shows it being enjoyed. It shows people talking about how fun or invigorating it is. While it would become self-evident that not everyone is a natural dancer and not everyone enjoys dancing, it nonetheless stands as something to show that something can be learned, and in the learning can be enjoyed. This could be seen as crucial in both the education of the arts, and education in general.
- The video also implies that dance is instinctive; with it, the learning of dance is instinctive. That is a natural process. That it makes people feel connected. That is spiritual, or important to people. In the video, someone comments that some people comment "they can't dance." The video follows this up with, "if you make a mistake, who cares? You are having fun." I think that this is an important way to reinforce more persevering learning.

Question 2: How does the video illustrate the kinds of assumptions that are foundational to education and the arts?

I believe the main assumption about education is about how to deal with problems of learning in a fixed mindset versus growth mindset (seen in video). This idea runs off of how people may be impacted by their education, and about how resilient they may or may not become in the process of learning. The video has many people who may have quit on learning to dance, but instead chose not to. If someone thinks they cannot dance, then they won't every believe they can change, and they will never learn to. If they believe that they can learn, they will. This can also be seen in education as well.

American Born Chinese
, an example of this can be found with Wei-Chen (218-220). Wei-Chen had a firm belief that things were wrong and could not be changed, so he simply quit. He lied, and was scolded; he felt that simply because he had failed that trying was too hard. If he'd believed that he could recover from his mistake and be better, he might have continued.

- AJ

Why I dance...
Katherine Spence
What social assumptions about life are evident in this video "Why I dance..."?

The social assumptions about life that are evident in this video are that dance is important to the health and well being of the human mind. It allows people to lose their inhibitions but maintain control in their life. Dance gives people the opportunity to interact and enjoy the human touch amongst people they love. It allows people to be "free" and to create using their bodies as a tool and can stimulate creativity in costume and performance.
Every person who is interviewed explains that dance is a metaphysical act and the joy that people experience is invaluable. The entire series of comments in the video about dance create a poetic tapestry that explains the emotional liberation that dance provides says, "I feel great" or "blessed" when I dance because it is a "source of joy" that allows me to "feel alive" or "connected to my friends." This video "Why I dance..." is motivational and shows the benefits of human interaction and why it is important to connect to people on a positive level through physical activity that is also artistic. "Why I dance..." is a video that introduces the positive connection to life that dance helps people to be happy and encourages people to try dancing.

How does this video illustrate the kinds of assumptions that are foundational to education and the arts?

This video demonstrates that artistic development can come through physical interaction and creativity and that by perfecting a movement, a dancer is contributing to the importance of physical art. The confidence that dancing brings to a student of all ages is monumental and it allows friends to become connected to a project and laugh, but most of all it inspires people to make friends and enjoy learning and life on a completely different level. --K.S

Watching the video was very encouraging at first because it challenges people to go out of their everyday lives and join dance classes and learn how to dance. Many of the people who were asked why they dance answered that it was for happiness and stress relief purposes from their daily lives of work. There was one participant who felt that dance brought her closer to her background culture. In “American Born Chinese”, Jin Wang struggles with his background culture and does whatever he can to escape from it. For example, on page 97, he assumes that if he changes his hairstyle to one of his classmates, he would not be made fun of and will get the girl of his dreams. This video promoted the fact that although one may be Canadian, it is always important to know your roots and where you came from. The only problem and issue with the video was the promotion that dancing was easy and it is a great hobby. This is where the video needs to be challenged. The video illustrates the assumption that the arts are fun and easy hobbies to join. With this attitude in mind, it is no wonder the initial reaction to education and the arts is that it can be done easily without much effort. With these views, it is no wonder that the arts is looked down upon as just an interest and not a career. In education, art subjects are optional after grade 9 in Ontario and are considered to be the easy subjects to take. At the end of the day, as long as this mindset about the arts is promoted, it will be hard for the arts to get the credentials and respect it deserves.

Kiki S
“No matter who you are you can join the community and feel welcomed” (Ontario Art's council). These types of expression are the few that circle around the assumptions about social life shown in the video by the Ontario Art’s Council video: “Why I dance". The concept of acceptance is something that we, as humans, live by on a daily basis. As social beings we live day to day hoping that we fit in, whether it is at work, at home or at school. As teacher candidates, we look for acceptance in out Mentor Teachers and in the students we interact with. This is what living is all about. The Ontario Arts Council uses dance as a symbolic and literal model to create an inclusive environment for everyone. As a person who likes to dance, “I can express myself fully without any fear of anybody judging me” (Ontario Arts Council. It is shown that "dance brings culture together" and “It's our response to music”.

In Gene Luen Yang book,
American Born Chinese
, the social acceptance of culture is expressed throughout the entire story. The foreign cousin is one I can relate to. I have a cousin that is living with us from Jamaica and he is someone who annoys me because he does not know how to be normal. Do I ever hesitate when he asked to go out with me? Sadly enough, I do. It’s hard to accept people and things that are different from the social. Ironically, it is “us” that create what the social norm is but yet still it is not something everyone can fit into.

From an educational standpoint, dance is just another one of those subject areas that don’t get the same recognition that other core subjects do. Maybe because there isn’t always a right and a wrong answer nor is it black and white. Dance is emotion and feeling, and socially, feelings get you nowhere in life. So where do we go from here? Tie up the shoes, turn of the music and give it up? I DON’T THINK SO!
My mom would say: “do what your heart tells you to do and the rest will all make sense”.

Give the heavens above more than just a passing glance
And when you get the choice to sit it out or dance
I hope you dance
- Lee Ann Womack


Yang, Gene Luen. "American Born Chinese". Square Fish, New york. 2006
Ontario Art’s Council video: “Why I dance”. Youtube video
Womack, Lee Ann. "I Hope You Dance". <http://www.dance-quotes.net/dance-poems.html#.UtQY4dJdWSo>

Why I Dance
What assumptions about social life are evident in this video?

There are many assumptions concerning social life that are directly, or indirectly addressed in the video
"Why I Dance".
In no particular order, these include the assumption that anyone can dance. One dancer in particular makes reference to, if you have a heart beat, you can dance. Another assumption that is evident in this video is the fact that there are no boundaries or judgments when it comes to dance. The video depicts people of all ages, genders, races, mental capabilities, etc., all dancing. Also, the video depicts an assumption that everyone can gain something from dance, whether it be for your physical health, mental well-being, to have fun, to feel free, etc. Finally, I believe this video demonstrates the level of discipline and dedication that dance (or any Fine Art) requires. This may not be as evident as some of the other assumptions, but I still believe it to be true.

How does the video illustrate the kinds of assumptions that are foundational to education and the arts?

As I mentioned briefly in my response to the previous question, the video illustrates that dance is for everyone. No matter your background, size, ability, etc., you can dance! I believe this relates to many of the Fine Arts as many people would argue that anyone can be a musician, or an artist, an actor, etc. if they are willing to dedicate the time and effort, just like learning anything else - like how to ride a bike or drive a car or learn a new language. All of these things require time, effort and dedication. The video also demonstrates the assumption that some people have that dancing is "easy", or at least that's how it appears in the video. While I am not a dancer, or at least not a very good one, I'm not sure I believe this to be completely accurate. Like most things in life I think dancing is something that you get out of it what you put into it.


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