In the Aerial Teacher’s Handbook, I talk about different levels of understanding of a single skill (no matter the level that skill is in the curriculum). To recap, a beginning understanding of a skill means the student knows one entrance to a pose and one exit. An intermediate understanding of a skill means the student knows multiple entrances and exits, and advanced understanding means the student is able to use the skill to generate new material.
I recently came across an outline for a classical curriculum, and it got me thinking about how this could bring more clarity to structuring courses in the aerial arts. A classical education begins with the trivium, which is composed of grammar, logic, and rhetoric. Grammar is the foundation, the alphabet, the building block vocabulary of a subject. In the aerial arts, grammar covers basic components like mounts, inversions, basic shapes or poses, and bases of support (the thing that keeps you in the air - a foot lock is an example). Grammar is also about learning class structure, which includes warm-up, review, new skills, and cool-down. This matches a beginning understanding of skill (one entrance, one exit), and if you’re a fan of Bloom’s Taxonomy, it aligns with the first two levels of learning: remember, and understand. In general schooling, the grammar phase takes place from kindergarten through 6th grade (ages 5-12), which is also true in many movement classes. It’s important to note that beginner aerial classes must also cover aerial grammar (like foot locks) for both safety and technique. Very young classes (ages 5-7) focus on ground movement skills like coordination and balance for developmental appropriateness. Logic is understanding cause and effect, how things work, and being able to organize thoughts into logical statements/arguments. In the aerial arts, students in this phase understand the positive effects of a proper warm-up, cool-down, and conditioning program. They become interested in solving aerial theory puzzles and discovering why a skill works, thus reinforcing grammatical concepts learned previously. This phase aligns with an intermediate understanding of a skill, which involves knowing multiple entries and exits. It also correlates with the third and fourth levels of Bloom’s: apply and analyze. In general schooling, the logic phase shines in 7th - 8th grade (ages 12-14). This means that generally speaking, older kids are more cognitively ready for logic puzzles than say kindergarteners (although I’m sure there are exceptions). In aerial, it is possible to offer logic puzzles on Day One of a beginner class, as long as it is level appropriate and highlights a Day One concept like hand placement. Rhetoric involves articulating one’s thoughts persuasively, and generating new ideas by re-organizing old ones. It’s about asserting one’s opinion on a matter, or one’s unique point of view. In the aerial arts, students at this phase know how to warm themselves up properly, regulate a conditioning schedule, and cool-down effectively. They know the demands of the art form and what makes their own body function best. In skill development, rhetoric involves creating entries and exits from a skill (mastery). In Bloom’s, it correlates with the highest levels of learning: evaluate and create. In general schooling, rhetoric is the focus of grades 9-12 (ages 14-18). While it may be easy to see how rhetoric can be part of an advanced aerial class, what about everyone else? I think it’s possible to do even on Day One in a beginner class. For example, the instructor of a low sling class may invite students to use the skills learned that day in a brief improvisation. For younger students, this might be “free dance” time at the end of class. (Notice how a simple change in verbal instruction makes improvisation appropriate for different age groups, but that is another blog post.) Conclusion: Understanding different levels of learning is useful in structuring a logical, cohesive, and creative curriculum without being restrictive. Each part of the trivium can be addressed in all phases and levels of learning. Different parts of the trivium can be highlighted depending on the needs and goals within a class (a beginner class can still include logic and creativity, but in smaller doses than advanced classes). In Bloom’s Taxonomy terms, getting to higher levels of thinking (like rhetoric) is a great goal to have in every aerial class, even for beginners. Just remember that safety is key, so choose activities that are level-appropriate. Have you offered puzzles or creative prompts in an aerial technique class to take them up to the logic or rhetoric levels? If so, how did it go? I’d love to hear your thoughts! References: The Aerial Teacher’s Handbook by Julianna Hane The Ambrose School - The Classical Approach: http://theambroseschool.org/about/the-classical-approach/ Bloom’s Taxonomy Julianna Hane traded life on a cotton farm to become a dancer and aerialist. She is the Director of Training at Born to Fly, and enjoys nerding out on teaching and anatomy. Photo Credit: Nina Reed Photography
We are thrilled to welcome April Moore Skelton to the faculty here at Born to Fly! April will join Julianna in running the Trapeze 1 Teacher Training in Castle Rock, CO June 4-8, 2018.* I've asked April some questions so that you can get to know her better. Q: What is your current role in the field (i.e. teacher, studio owner, etc.), and in what city are you based? I recently wrapped up two years as Education Director at Frequent Flyers Aerial Dance in Boulder, Colorado, and moved back to my "chosen hometown" of Asheville, North Carolina. I am proud to be an aerial instructor at Empyrean Arts in Asheville! Q: When did you start training in the aerial arts? I started my aerial journey in 2004 at Canopy Studio, in Athens, Georgia (founded by Susan Murphy, now led by Melissa Roberts). My first and favorite apparatus is dance trapeze, but my interests and style on that apparatus have evolved greatly. Q: What motivated you to start aerial training? I was a photojournalism student in college who attended a show at Canopy to shoot some images. I was transfixed by what I saw and decided I had to sign up for class as soon as possible! At the time it seemed like a novel and quirky adventure, and a way to meet people and make friends. Q: What keeps you going today? Aerial arts has served so many purposes in my life over my 15 years in this form. One thing that remains consistent for me, is that it is a way to be fully present. I can really be with myself, my physicality and emotionality, or with my students and their experiences, completely in the moment. That is remarkable, and is more and more precious to me every year. Q: How has your teaching evolved from when you first began? My first teaching assignment was for a group of 5-10 year olds, with my best friend and trapeze partner. We were so overwhelmed by the challenge of corralling these kiddos in any semblance of an organized class, but we did have a lot of fun! Thank God we had lots of energy, mats, low equipment, and patient parents. Contrary to some people's belief, teaching children is not "easier" because they may be doing less advanced skills! I apprenticed beside an experienced teacher when I started teaching adults. I think early in my teaching career, I tended to use a lot of words and talk too much. I like the sound of my own voice! One thing that transformed my teaching was going back to school to get a degree as a physical therapist assistant. Through my work in that field, it became so apparent that good teaching involves careful observation and listening. I think the world could use a lot more good listeners. I try to use fewer words now, and give my students space to show me what they need. Q: What are your primary interests as an instructor/teacher trainer? As ed director at Frequent Flyers, I trained our new teachers over the course of a school year, and I really enjoyed helping them refine their lesson plans--using different ideas and approaches, and helping them understand that there are so many ways to reach a goal--choosing a different way to get there is fun for the students, but helps keep the teacher excited as well! I love creating a classroom "container" that is inclusive and where students feel safe to share their own ideas, and enjoy working with teachers in training to figure out how to create that for their own students. After teaching many kinds of students, from novices to professionals, I know that my favorite students are intermediate/advanced recreational students--there is something so life-enriching about being able to create a place for adults to explore their playful, resilient, artistic selves. Q: If you could choose just one thing, what would you like for people to know about teaching in the aerial arts? Great Teachers are Great Learners. Teaching aerial is a craft that one learns over a long period of time. A beginning teacher will not be a Great Teacher, but should be at the minimum, a safe teacher. An average teacher, however, can become a Great Teacher, with mentorship, curiosity, an appetite for continued learning, and a willingness to work. Embracing the process--the reality that Great takes time and commitment--will allow you to embrace and enjoy where you are in your journey without judgment! *April will join us if the class has 5 or more participants enrolled by March 15, 2018. Julianna Hane traded life on a cotton farm to become a dancer and aerialist. She is the Director of Training at Born to Fly, and enjoys nerding out on teaching and anatomy. |
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