Two groups of students–the fifth and seventh grade at J.S. Waters School–ran into the multi-purpose room to greet the lead teaching artists of Black Box Dance Theatre: Natalie, Alfredo, and Kate.
“We want to experience something new together! Go on this journey with us!” Natalie urged as the students gathered in a large circle.
Giggles and quiet chatting spread through the room as students completed their first warm up with the dancers.
Kate said: “As dancers we can communicate without our words—dancer language, or nonverbal communication.”
Students straightened up at hearing themselves being called “dancers” so soon into their workshop time. They quickly became “dancer ready”–poised, standing up straight with hands by their sides – ready to listen and learn choreography.
Students warmed up to the dancers even on the first day, as the teaching artists were welcoming, encouraging, and open with every dancer in the room.
They learned how to use their bodies as shapes in relation to one another.
And they worked to understand that the most visually dynamic poses involve all three levels in dance—high, middle, and low.
Teachers Try It: Adult Dance Workshop
On the second afternoon of the residency, Black Box teaching artists facilitated a dynamic dance workshop with the school’s staff, encouraging self-reflection and collaboration.
“The visible change we get to see in your students is why we do this!” Natalie told the group. Dancers explained that what they were doing with the staff was pretty much identical to what they were doing with the students.
First, teachers listed their identities: “mother … bird watcher … pessimist.” Next, they re-introduced themselves to one another, using their identity lists. “A crocheter…an artist…a hot mess!” were some of the answers.
They did a dance warm-up just like their students had, and then teachers collaborated to choreograph and then perform pieces together. The staff laughed through the new experience and stumbled a bit when it came to letting loose with their bodies.
“Think about what happens with your students and their comfort zones—it happens to them every day. That discomfort is empowering. You don’t have to be a professional dancer to incorporate dance in your classrooms. The kids are hungry for it.” Natalie emphasized.
Connecting to the Underground Railroad curriculum–as an example of their work with seventh-graders–Black Box dancers asked teachers to consider moments when they feel unsafe because of who they are. “Because I am a mother, sometimes I feel unsafe at night when I have my two girls in a parking lot,” one staff member said.
After a few teachers shared some personal examples, the whole group choreographed dance moves to visually represent those unsafe moments. When their dance segment was complete, all the teachers and staff were smiling as they were asked to share one word to sum up today: “Energizing. Exhausted. Supportive. Encouraging. Joy. Unexpected. Funny. Connections. Brave. Gratitude. Fresh.”
Student Workshops: Writing, History, Collaboration
Throughout the two weeks, students worked with the Black Box dancers to learn about American history and themselves through writing and dance.
After learning about the Underground Railroad, seventh-grade students shared their struggles and feelings of being unsafe–just as their teachers had. What can make a seventh-grader feel unsafe? When they have sensory overload. When a parent leaves the family. When a grown-up drinks.
They “focused on safety and bravery and what it means to show up for each other and yourself,” shared teaching artist Kate.
Fifth-graders shared their hopes for change in the world after learning about the American Revolution. What kinds of change do they want to see? Two loving parents for every child. Feminine hygiene products available for free. No taxes.
“Something I liked about the workshop was how welcoming the Black Box people were and how it helped me learn more responsibility, express myself, and to show up for my classmates,” one fifth-grader shared.
Students in both grades learned and built on group choreography. The dances they created in small groups illustrated their responses from their group and small group sharing time.
Black Box dancer Shania came to help with the students’ choreography choices–to smooth and refine for the final performance.
Performance Day: Black Box and Students Perform
The multi-purpose room filled with students in third through eighth grade to watch Black Box’s professional performance–and to see the fifth- and seventh-graders perform.
Black Box began with an upbeat number that allowed for some crowd work and participation.
The audience soared and followed the dancers either on stage or in their seats.
Then, the students performed their pieces.
Every member of the fifth-grade dance groups executed their part with enthusiasm.
Lifts were particularly popular in the seventh-grade group.
Black Box closed the show with a quick Q&A and thanked the audience for an exceptional residency experience at J.S. Waters.
“[During this residency], I got to do things I never did before and I got to express myself and it was just fun overall,” summed up one fifth-grader.
The residency at J.S. Waters School was sponsored by Dorrie Casey and Archie Purcell. This residency is part of the Chatham Arts Council’s Artists-in-Schools Initiative.
Arts for Resilient Kids programming is made possible by partnerships with Chatham County Schools, Chatham County, the North Carolina Arts Council, and many individual, foundation, and business donors. If you feel inspired to help us educate kids through the arts, click here to donate.
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