“You’re going to be learning and doing a lot today!” announced Middle School Dance Teacher Jamia Jordan. “Take care of you needs – bathroom, water – and come in when you’re ready.”
Joining the Class 6 dancers on this late February morning was Falosha Martin, a teaching artist from Accent Dance NYC, an organization with which our students participated in a dance residency for three weeks. Working in half-grade groups, the students were studying the form of Step Dance. (The remainder of the grade worked on a community art project before swapping.)
The students made their way into the sunny 9th floor studio and took their spots in the center of the room. “Alright, warmup time!” said Ms. Falosha, diving right in. “If you extend your arms and you’re touching someone, take a small step forward or back,” she advised to allow the dancers enough space to move freely.
The girls went through a series of exercises, stretching their bodies and taking deep breaths. Ms. Falosha circulated through the room, saying “very nice,” “control this movement,” and “good work” as the students moved to the music.
Once finished, they gathered in front of three large Post-it notes, titled “Falosha’s Step Class,” “Step Style” and “Step Vocabulary”.
The first detailed rules and expectations (be present and respectful among them) and proper attire such as leggings, shoes and hair ties. Step Dancing, Ms. Falosha noted, is an African American percussive dance form that combines diverse movement compositions to create intricate rhythmic patterns. Stepping began to gain popularity through Black fraternities and sororities in the 1900s, with the first official Step Show being held at Howard University in Washington, D.C.
Step style is precise and the goal is for ensembles to move cohesively as one. “Can someone demonstrate a movement?” Ms. Falosha asked. As one student extended her arms side to side, Ms. Falosha said, “Yes! Nice and sharp.”
The vocabulary listed included canon, a rhythm repeated one at a time in succession; rhythm, a strong, regular and repeated pattern of movement or sound; and body percussion, using your body to make beats and rhythms.
“As an artist, dancer or student, it’s a great practice to look at previous work to see how you can make it even better,” Ms. Falosha noted. The dancers would do just that by watching a video from their first rehearsal before practicing.
Turning their attention to the TV on the wall, Ms. Falosha encouraged the students to first watch themselves and think about one thing they would have liked to have done better. During the second watch, students were tasked with considering what the whole group could improve upon.
After sharing some feedback, the students returned to the center of the room to run through their piece. “Show me that you’re ready!” announced Ms. Falosha. The dancers stood up straight and kept their bodies still, holding their arms in front of their chests with knuckles pressed together. “Chapin, are we ready?” called one student. With that, the sixth graders began make a beautiful beat by stomping their feet, clapping their hands and using their full bodies.
“It sounds like you’re in a hurry,” said Ms. Falosha once they finished. “Listen for the pause,” she advised, “It’s purposeful.” As they continued to work through the movement, their steps became strong and crisp.
As a culmination, these talented sixth graders led a division-wide Assembly on the Friday before spring break. Their beautiful mud cloths, which the whole grade collaborated on during Art, hung on the Assembly Room walls for all to admire. In addition to performing their impressive routine, several students spoke at the podium, sharing about their process and all that they had learned. Great work, Class 6!
