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Articles
1. Adaptive Dance Teaching Philosophy - http://www.susankramer.com/adaptivedancearticles.html
2. Adaptive Rhythmic Clapping Practice - http://www.susankramer.com/adaptivedancearticles2.html
3. How to Clap to Rhythms and Songs with Disabilities
- http://www.susankramer.com/adaptivedancearticles3.html
4. Teaching Adaptive Dance in a Mixed Group - http://www.susankramer.com/adaptivedancearticles4.html
5. Teaching Tips for Adaptive Dance and Rhythms - http://www.susankramer.com/adaptivedancearticles5.html
6. Two Adaptive Lessons Clapping Rhythms, Syllables - http://www.susankramer.com/adaptivedancearticles6.html
7. Adaptive Dance and Rhythms Textbook – Summary - http://www.susankramer.com/adaptivedance.html
4. Teaching
Adaptive Dance in a Mixed Ability or Age Group
Teaching
little dance routines, short and easy, and later combining several routines is
a way to include everyone in the total dance. For example, some students may
catch on and be able to do several sequences with just a little practice.
That's fine. Other students may do one or two sequences and that is enough for
them; they can then sit out and clap the rhythm for the remainder of the complete
dance. This technique gives all students a chance to express themselves to the
best of their abilities.
Encouraging an attitude in the class of cheering a struggling classmate on
gives that student more impetus to move with the group, and it is best to
remember that stressing rhythm rather than technique is more important. After
all, in time many challenged students will learn the patterns.
Keeping a positive attitude is important to get the best from your students. It
helps them literally put their best foot forward and really try something
harder than they usually do, or a step that is completely new to them. Require
all students to respect the different abilities of each in the class. Even the
more able may sometimes stumble and point out they would not want to be
ridiculed.
For example, I had a student in a kindergarten class one year who was much
smaller then her classmates, though not younger. She
had been a preemie. This is something to check with parents about if you come
up with a similar situation in your class. The idea of not requiring every
student to complete long sequences but giving each a choice when to sit out and
clap along could maintain a lagging student's pride.
Successful physical accomplishments continue over to learning letter and number
shapes, preparing students for learning math skills, and patterns in language
learning.
Link on bookcover:
Adaptive Dance Textbook by Susan Kramer
Adaptive
Dance and Rhythms by Susan
Kramer susan@susankramer.com
SusanKramer.com Publishing - http://www.susankramer.com/books.html |