I don’t know how many people can say they began to acquire knowledge and skills in their area of study at the age of two, but that is when I became a learner of dance. I have been taught from many instructors and educators since then, and have embodied pedagogy examples from the ones who inspired me most. The teachers who pushed me to find my own voice were instrumental in my decision to share this ability with others. I always strive to be the best teacher and facilitator I can be by encouraging my students to gain understanding of themselves and others, and to make more meaning of their life through dance.
My goal as a teacher is to create a safe space for students to be themselves, and ask questions about who they are as people, and as artists. I believe that once students have confidence in themselves, they have the ability to accomplish great things outside the studio walls. I ask questions to promote critical thinking, facilitate discussions about concepts, and show genuine interest in their thoughts and feelings. Building a positive community in my classroom is something that I believe will transfer to everyday life, so we work in pairs, in groups, and in one large circle to promote equality and humanity.
As faculty, I believe we play an important role in the success of our students. We have to be sensitive to each student’s individual needs, and be clear about our support in their success. Not all students learn in the same way, so providing different methods, whether it is through visuals, imagery, or tactile cues, helps me learn what works best for certain students. I make it clear that I am there for them by staying after class to work on things they have questions about, by recording myself doing combinations so they can take it home and practice, or by responding to emails in a timely manner.
My goal for students is to make them feel proud and accomplished for challenging themselves to acquire new skills, and make sense of their world. I use the ideas in Bloom’s Taxonomy to build on concepts, and by the end of the quarter students work in groups to create their own phrases with the skills they have honed. I repeat information until they understand, and feel comfortable enough to make it their own. My goal for them when they leave my class is to believe that they are capable of more than they thought was possible.
Methods I use to teach have changed over the years. After giving presentations in a UCI dance history course where we simultaneously taught history as we taught dance technique, I began incorporating this more in my classes. I provide history in my technique courses through the use of media to give context and understanding of the concepts we are learning. The students are filled with questions and comments. It wasn’t until I studied the Michael Chekhov acting technique, taught workshops on the method, and researched how it could be used to enhance performance in dancers that I began to incorporate more imagination and improvisation work in my classes. I include the use of imagery and imagination, such as pretending to have the sun radiating from your chest, to promote artistry and meaning behind technical movement. I also now use my knowledge of anatomy and kinesiology through my extensive Pilates training to articulate similar ideas in a more physical way.
I never pretend to know everything, and often ask my students to share their knowledge about certain ideas with me. I enjoy teaching because I love learning, and as a teacher, I am constantly learning from my students. I encourage them to use their voice, and what they know to teach others as well.
Mel Rose Lastrina 