2. Introductions (Insert your introduction information here)
Developed by:
San Bernardino County Superintendent of Schools
P.L.A.C.E. Performance
RIMS California Arts Project
California County Superintendents Education Services Association (CCSESA)
Funders: California Arts Council and the Hewlett Foundation
Introductions all around

3. How do we build the creative process into the dance technique class?
Essential Question
How do we build the creative process into the dance technique class?
Present the essential question as a way to keep in mind the intent of the module.

4. Technique Class #1 (AM)
“The primary purpose…is to awaken the senses and prepare the body and mind for learning…”
Rebecca Enghauser (JOPERD 2007)
Associate Professor of Dance
University of Georgia
No other input is given, participants move directly into experiencing the class without interruption

5. Considering our Experience
Jigsaw the Article:
Developing Listening Bodies in the Dance Technique Class By
Rebecca Enghauser
Associate Professor of Dance
University of Georgia
Divide the group into as many groups as needed each group is given one of the five areas emphasized in the article. All read the introduction and conclusion.
1. Discuss section in small groups at table and chart out responses:
Guiding Prompts: Ideas agreed with in the section
Ideas not agreed with in the section
Ideas which are new to you
What connections can you make between your section of the article and the morning technique class?
Each group shares out to the whole group what they learned from their portion of the article and any questions or comments they had through their discussion. The group uses their chart to guide their presentation. Other groups can pose clarifying questions or comments to the presenting group.
Coming to a collective understanding of eco-somatic processes (listening bodies) based on the article and whole group discussion.

6. Things to consider and discuss at your table
Ideas agreed wit in the section Ideas not agreed within the section Ideas which are new to you What connections can you make between your section of the article and the processes used in the morning technique class? Chart out responses to share with whole group

7. Lunch

8. Technique Class #2 (PM)
Throughout the class, participants are asked to pause and consider what is occurring in their bodies and minds. How are they learning to listen to the “voice” of their body.

9. Classroom Translation
Prompt: Focus on one type of dance technique class you provide your student dancers. How can you incorporate one or more of the five processes into your technique class to deepen student creativity in the class?
Come back together whole group and using some type of tool for classroom application, ask participants to respond to the prompt.
If time, participants may be asked to pair share their ideas.
If time, participants may volunteer to share out whole group
Use some type of NCR or some way to keep a copy of the participants classroom translation.

10. Reflection
Prompt: How did the day expand your thinking about use of the creative process in a technique class?
Final reflective prompt. Use some type of NCR or way to keep a copy of the participants reflections.

11. Thank You