Source – https://www.youtube.com/watch?v=I1gMUbEAUFw

This video is one in which the students follow along as the video demonstrates by music and visuals how to do this specific dance. In this case, the dance is the cha-cha slide accompanied as it always is by the song cha-cha slide. However, the video itself doesn’t prompt this interaction directly except perhaps a few subtle visual cues that may indicate that the purpose is to follow around. However, I think unless it was presented as something to follow along too many children would not pick on a cue such as pointing to his feet when he stomps as an instructional demonstration of sorts.

 I think the ways students might respond is extremely dependant on the situation and location they find themselves in, even unprompted in a gym class or open space where they are standing some may dance along. However, in a seated classroom it seems more likely that many students would likely simply watch the video and make no move to copy what they are observing.  In order to truly get all the students involved, I believe some introduction or prefacing would be necessary.

If used in a learning environment, I would encourage the students to follow along. Depending on the age group and their skill level, possibly do it several times to allow everyone to begin to feel more comfortable. Besides a video screen, everyone would only need themselves and some physical space to effectively participate. It could be an excellent transition activity, allowing students to warm up and gain a greater sense of physical literacy before breaking into groups to create their own dance.

If I was to recommend some changes to the video itself, I believe some more direct prompting to follow along would be a positive addition. Perhaps a visual or audio prompt at the beginning to “get up and try it for yourself” could be a good addition. While many of the visual effects make the video more fun and engaging and even more accessible, they at times go a bit overboard and distract from the actual dancing. Some simplification or removal of some of these effects would be helpful, and still maintain the enjoyable and dynamic style of the video!

The beauty of dance is that it is universal. While there are many dances’ individuals may choose to learn, the actual base experience of dance is not really something that can be taught in a classroom. The experience of moving to music is almost instinctive, and it is partly because of this that many individuals consider dance to be a universal language. There is no such thing as someone who cannot dance, and therefore a well-designed dance unit in instructional settings is one that can be adapted for all dancers no matter their skill level, age or physical abilities.

Our interactive learning resource explores a bit of this topic, discussing how a dance unit may be designed and adapted to accommodate ELL students. Dance instruction doesn’t necessarily require spoken words, making it an excellent choice for students still in the process of grasping a new language. Additionally, our first lesson contains an option for students to share their favourite music which could allow ELL students to share music in their native language and share it with their peers. Similarly, this unit could be adapted to suite hearing impaired students by adapting some of our lessons to rely on visual cues as opposed to verbal. If possible, music with enough base can provide deaf students with a similar connection to music as their hearing counterparts.

Students with physical disabilities can be adapted for as well, whether that is teaching dances using more isolated areas of movements (such as many popular TikTok dances that use primarily arm movements) or adjusting further to allow for more rhythm-based participation. A great deal of our interactive learning resource is dependent on what the students choose to do with themselves, such as creating their own dances. This allows all students to adjust to their comfort and abilities while still having a fun and impactful learning experience, no matter their knowledge, ability or experience.

While I’ve had the privilege of many positive learning experiences, I frequently look back at one in particular as the best, despite it being over seven years since it happened. When I was seventeen, I took part in a Standard First Aid & CPR level C course run at the summer camp where I was working. While there are very set learning expectations and content for a course such as this, I felt I had a better learning experience than with any subsequent first aid courses I’ve taken since.

There are many reasons why this course was such a positive experience, beginning with its location. Having the course take place where we worked was ideal, though it may not have been had my workplace been different. As a residential summer camp, all the staff who were taking the course ate and slept on property during the two days in which it took place. This allowed for a lot more flexibility in scheduling, as travel time wasn’t really a concern at any point there was more time for hands on practice. Additionally, in this situation we had a huge amount of outdoor space so the instructor was able to vary our learning environments to better represent real world scenarios.

These scenarios were integral to my learning experience. First Aid is a hands-on skill, and the number of opportunities I had to practice it were so essential to my comfort in my abilities. It was also in part the people that I took this course with that made it a positive experience. Fist aid frequently requires you to get very close to the people you are doing it with. Many of my coworkers were people I knew well, I found that I was better able to focus on my skills as opposed to any awkwardness of getting into a stranger’s personal space.  The instructor worked with our experiences and practices as a staff, and adjusted the course to best fit the environment in which we would be using our skills.

 Similar to a constructivist method, she approached our learning in a way that acknowledged what we already did and knew as well as creating situations and learning experiences that pushed us to practice what we’ve learned. While she adjusted her expectations to include that a first aid emergency in the camp environment would be responded to by calling our medic, and the fire department would arrive within 5 minutes she worked to create (sometimes ridiculous) scenarios in which those supports wouldn’t be immediately available. Finally, it was fun. Sling tying relay races, ridiculously unfeasible emergencies and a generally positive supportive learning environment. I hope I can have another experience as memorable and impactful as this once in the future!

Hi everyone!

My name is Lia, and this will be my second to last semester of my undergraduate degree. I’m a French major, and will hopefully be returning to UVic in the fall of 2022 for the post-degree practicum program offered by the education department. I’d like to pursue a career as an immersion teacher, preferably with elementary-aged children as I already work with them daily.

I like hiking, yoga and participating in community theatre (when they’re open again!) Looking forward to a busy semester with you all!