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Hello Dance Educators! Welcome back! I hope your startup has been wonderful! Now that we are in the swing of things, I thought I would share an awesome and easy way I incorporate choreography practice into my dance classes, by using Choreography Starters. Choreography Starters Background This is an exercise that I just recently started integrating into my dance classes. It is something I developed after many years of watching students struggle with the overwhelming panic when they had to begin a piece of choreography. No matter how much we explored improvisation and planned out our choreography there were still so many moments of students freezing and stressing, not knowing how and where to begin and feeling so overwhelmed before finally diving into their choreography. My goal was to adapt my practice for students to engage in more “off the cuff,” low stakes choreography exploration, so they could build more confidence and practice, so that when they did begin choreography for a summative project or performance, they had the vigor and assurance to start. What is a Choreography Starter A choreography starter is a prompt given to students, where they jump up and begin a phrase or section of choreography based on the prompt. The prompt is used to get the student out of their own head, and instead engage with a focus on the prompt only. I love these starters, because students know they are just an activity, an exercise, a practice, nothing more. I structure it to my students that we will not continue these past today and the phrase they create is not for marks. This instantly reduces the stress the students feel on creating the most “perfect” choreography. Benefits of Choreography Starters Flexible for class time: You could do this every class, especially if your high school classes are on the longer side, or you could do this once a week or every couple weeks You could spend 5 minutes on this, or 50 minutes, depending on the prompt and structure You could do it at any time during your class period: beginning, middle, end Flexible for age level, ability, experience, and dance genre. These prompts can be adapted, changed and you could create your own for your own situation and class setting. I try to use choreography starters on days when students aren’t already doing a lot of movement, like on theory or lecture days. I would often follow up our warmup with a Choreography Starter, to get their brains firing! It could be individual, or in groups, this is a great way to encourage students who don’t usually work together, because it is low stakes, no marks, the activity duration is short and maybe not even a sharing of these ‘pieces’. Could be used to share and show each other or just used in a reflection question or as a journal prompt. Great for substitute plans, as the substitute would not need to lead any dance or have a background in dance to organize students to work on this exercise. Great for days when many students will be away, as these projects don’t need to continue past today and to worry about students missing choreography etc. You could write a whole bunch of prompts on cue cards and hand them out to each student/group, or pull a random one for the whole class to use Extension: Could use these short phrases of choreography the students have created and continue them into a larger piece, the sky's the limit! Choreography Starter Prompts Below are a few basic, introductory prompts I have used in my class, to get you started. Give everyone the same song (you pick the song), I often find students want to pick the same style of music, so this is a way to integrate some new sounds into their work. And they won’t mind trying something new because it’s just for today! Some songs I am loving right now: *These are songs I would use in my high school classes, but as always use these songs with your own discretion. Ribs by Lorde Swift Automatons by Eluvium Suite pou Dantan: I. Prelid  by Nathalie Joachim, Spektral Quartet Falling by Lyra Wildfire by Forest Blakk Using YouTube Videos as prompts: Use a video with information and knowledge to prompt the beginning of a piece of choreography Prompt: Choose one concept from the video as a focus or starting point for your choreography Eg: Meet the Artists: Dancing Earth Indigenous Contemporary Dance Creations: https://www.youtube.com/watch?v=Dv5cfgu49sQ Prompt Eg: Choose an element of the earth to inspire the movement (Eg: a tree: starting as a seed, growing, losing leaves, breaking branches etc.) Take a normal daily movement activity: brushing your teeth, walking the dog, emptying the dishwasher and turn it into a choreography phrase (could be more literal or abstract) Now how could you take this phrase and do it on three levels? Could you use repetition to show this activity in different seasons or times of the day or year? After developing this concept and using it in my classroom, I realized there were other teachers, instructors and choreographers doing this too and there were some great resources online. Here are some: https://shannondoolingdances.com/2018/04/18/choreographyadventures1/ https://shannondoolingdances.com/2022/06/29/9-choreography-adventures-inspired-by-summer/ https://shannondoolingdances.com/2019/03/26/choreographyadventures2/ https://dancecurriculumdesigns.com/choreography-prompts-for-movement-invention/ https://www.youtube.com/watch?v=FhTgeOUSTRo I would love to hear from you if you try out some of these prompts out with your students or have created some of your own. Please feel free to email and share your successes or questions about Choreography Starters! I would love to see videos of your dancers’ creating choreography with these starters! As always, please feel free to reach out if you have questions or want to connect at dance@fineartsata.ca. Keep shining! Victoria

There is something special about watching a master teacher in action. And while we so rarely get an opportunity to watch other educators teach, there is potential to learn so much from them when we are afforded these chances. I recently had the pleasure of going to the Beginning Teachers’ Conference in Edmonton to present with other members of the Fine Arts Council. What a treat it was to see Matt White, our Council’s Secretary, break down the ins and outs of running a successful drama program. His deep knowledge of how to put on an effective stage production and empower your community to come together to support the performing arts was a sight to behold. Similarly, I had the pleasure of sitting in on one of Izabella Orzelski’s two workshops. As our Generalist Rep, her versatility and expertise within a broad range of artistic styles, media, and themes was truly inspiring. If you have a chance to attend one of her upcoming sessions in and around the Edmonton area, you will see firsthand how you can transform your classroom into a more creative and engaging learning space. In mid-October, both presenters will be coming to the Beginning Teachers Conference in Calgary. Finally, our Music Rep, Amanda Clark, presented one session on integrating technology in the music classroom and another on how to create effective assessments in this discipline area as well. Amanda’s extensive music background coupled with her natural gifts for teaching made her sessions practical and unforgettable. We hope to see you soon at one of our upcoming events!

Stepping into the shoes of an art teacher as the school year begins can be an exhilarating yet challenging experience. Every year ushers in a fresh canvas of opportunities and obstacles, shaping the artistic minds of our students. While each classroom may have its unique dynamics, there are foundational strategies that can set the stage for a successful and enriching academic journey. Picture this: a room filled with eager young minds, blank canvases waiting to be transformed, and a teacher poised to inspire. The first step towards creating an extraordinary art classroom is not just introducing yourself but creating a captivating introduction that goes beyond a mere name and title. I personally opt for a visually engaging PowerPoint presentation that showcases images relevant to the subject matter I'll be teaching. Whether you're a visual artist or not, sharing your own artistic creations can be a powerful way to connect with your students on a personal level. By sharing your passions and credentials as an art teacher, you allow your students to see you as a person with interests and expertise rather than just an authority figure. This personal touch can make your students feel more comfortable and engaged in your class from the very beginning. It's a chance to set the stage for what they can expect from your art classes throughout the year. Setting the Stage with Structure Establishing rules and routines in the art classroom is akin to mixing the perfect palette of colours - it's crucial for maintaining order and creating an environment where creativity can flourish. At the start of the school year, it's essential to communicate your expectations clearly. Dive into discussions about materials and supplies, emphasizing safe and responsible handling. Designate specific storage areas and make sure students understand how to access and return supplies. When it comes to workstations, define how they should be organized, whether it's individual desks, shared tables, or art easels. Encourage students to keep their spaces tidy and well-organized. Teach them the art of time management, emphasizing project deadlines and establishing schedules for different stages of the creative process. Instill the importance of respect for both art and peers, fostering an environment of constructive feedback and support. Lastly, outline clean-up procedures to ensure that the art room remains in pristine condition after each class. The key to success here is consistency. Be firm yet fair in upholding these expectations, and don't forget to acknowledge and reward students who consistently follow the rules and routines you've set in place. Nurturing a Love for Art in Every Student Not every student will arrive in your art class brimming with enthusiasm or interest in art. As art teachers, it's our duty to cultivate an inclusive and encouraging atmosphere for all, including those who may not initially seem engaged in artistic projects. Here are some tips to connect with every student: Differentiated Instruction: Tailor your lessons to accommodate various learning styles and abilities, allowing students to express their creativity in ways that resonate with them. Individualized Feedback: Invest time in providing constructive feedback to each student. Recognize their unique strengths and help them improve in areas where they may struggle. Encourage Exploration: Offer a diverse array of art mediums and techniques for students to explore. Allow them to choose projects aligned with their interests. Celebrate Diversity: Embrace diversity in art and encourage students to explore different cultural perspectives and artistic traditions. Open Dialogue: Foster an open and non-judgmental space for students to express their thoughts and feelings about art. Listen actively and show genuine interest in their artistic journeys. Moreover, as art teachers, we have the power to involve students in school-wide projects, such as mural paintings and mosaic endeavours. These collaborative efforts not only enhance the school's aesthetics but also instill a sense of belonging and accomplishment among students. In conclusion, the first month of the school year acts as the canvas upon which the rest of the academic journey is painted. As art teachers, we hold the unique ability to kindle creativity, self-expression, and a lifelong love for the arts in our students. By introducing ourselves, establishing rules and routines, and connecting with every student, we can craft a dynamic and enriching art classroom that will inspire our students throughout the year and beyond. So, let's embark on this artistic journey, armed with passion, patience, and a palette of possibilities, as we nurture the artistic potential within each student. Izabella Orzelski