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- All Subjects: Movement
- Creators: Barnes, LaTasha LB
Description
The paper is researching the subject of texture in dancing, and exploring the definition, causes, stories, and description of texture in different dance styles through daily training, choreography and improvisation. It’s also probing if different dance styles can integrate and connect naturally together without conflict. Also, the project is related to live music and recorded music, seeking more about the relationship between dance texture and music. The final 20 minutes piece contains video projection technology and live dance performance (improvisation and choreography), which went along with my creative idea and framework of my research on the various textures. The goal of my project is to understand and figure out the definition of the texture in dancing, to find out the reasons for the forming and appearance behind each dancer's distinctive texture with unique characteristics and qualities, to make attempts to find a way to analyze and describe the texture of their movements, and to know and explore what factors do influence the texture of their display. At the same time, I was exploring how to naturally connect the sound of the violin with the dance styles and textures, and how to interpret the violinist’s creating process through dance performances. In the process, each dancer is like a materialization of the violinist’s emotions and expressions. Using the appropriate combination of music and dance movements to express the violinist’s inner mental and emotional changes in the creative process.
ContributorsKong, Tongjie (Author) / Dyer, Becky BD (Thesis advisor) / Magana, Jorge JM (Thesis advisor, Committee member) / Denaro, Anthony AD (Committee member) / Barnes, LaTasha LB (Committee member) / Arizona State University (Publisher)
Created2023
Description
Research indicates that social changes have resulted in children exercising much less than in the past. This is problematic since physical activity throughout the elementary school day is imperative, because exercise improves academic focus, boosts mood, and leads to a healthier lifestyle. Exercising is pivotal for all students but even more so for students in the Special Education classroom who may rely on physical activity as a way of regulating their emotions. Depending on the school, students may only exercise at recess and during their Physical Education electives. Lack of physical activity can be detrimental to the academic and physical success of a student.
This thesis explores the impact of physical activity--what I have chosen to call “moments of movement” -- inside the classroom throughout the elementary school day. Journal-based observations were made by a student teacher placed in a special education 4th-6th grade writing and reading resource classroom from August-December of 2018 and a fourth grade general education classroom from January-May of 2019. All observations were made at Adams Elementary School, a Title 1 school, in the Mesa, Arizona school district. At this K-6 grade school, many students live with the challenges of poverty, neglect, unstable family dynamics, and trauma. Because the teachers work tirelessly to cultivate a sense of home for the students, there is a strong emphasis on non-traditional teaching methods, including the AVID program and the Kagan, and Tribes strategies.
Ms. Norris (the special education teacher) and Ms. Foss (the fourth grade teacher) both have strong backgrounds in fitness and naturally incorporate physical activity in their classrooms, which is not something typically found at elementary schools. In this paper, physical activity strategies in classrooms of Ms. Norris and Ms. Foss are analyzed, as well as the benefits of implementing these strategies. The impact of these “moments of movement” on the whole class and individual students is discussed, and suggestions are made to help educators incorporate “moments of movement” into their own classrooms. Educators can use the strategies present at Adams Elementary School as a model for incorporating exercise in their own classrooms.
This thesis explores the impact of physical activity--what I have chosen to call “moments of movement” -- inside the classroom throughout the elementary school day. Journal-based observations were made by a student teacher placed in a special education 4th-6th grade writing and reading resource classroom from August-December of 2018 and a fourth grade general education classroom from January-May of 2019. All observations were made at Adams Elementary School, a Title 1 school, in the Mesa, Arizona school district. At this K-6 grade school, many students live with the challenges of poverty, neglect, unstable family dynamics, and trauma. Because the teachers work tirelessly to cultivate a sense of home for the students, there is a strong emphasis on non-traditional teaching methods, including the AVID program and the Kagan, and Tribes strategies.
Ms. Norris (the special education teacher) and Ms. Foss (the fourth grade teacher) both have strong backgrounds in fitness and naturally incorporate physical activity in their classrooms, which is not something typically found at elementary schools. In this paper, physical activity strategies in classrooms of Ms. Norris and Ms. Foss are analyzed, as well as the benefits of implementing these strategies. The impact of these “moments of movement” on the whole class and individual students is discussed, and suggestions are made to help educators incorporate “moments of movement” into their own classrooms. Educators can use the strategies present at Adams Elementary School as a model for incorporating exercise in their own classrooms.
ContributorsRudolph, Natalie S (Author) / Meloy, Elizabeth (Thesis director) / Norris, Angela (Committee member) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05