A program of Dancers Courageous, Inc
A "typical" Legends residency...
The following is a detailed description of how a 'typical' residency is initiated, planned, and brought to completion...
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1) Initial Contact
2) Information gathering
3) Proposal/Contract
4) Planning
5) The residency itself
6) Evaluation and next year
1) INITIAL CONTACT
When a school contacts me, it is usually because a teacher or parent has heard of the Legends Program by work of mouth. they usually call or email me. I respond with 1) an email describing the program, and 2) a brochure in the mail to share with other teachers, administrators, PTO members, etc. (My hope is that this website will provide and easy way for people to learn about LSP. Let me know how it works.)
Often, the person who makes contact becomes my liason with the school, providing the communication link to the teachers, PTO, and administration until a contract is signed.
2) INFORMATION GATHERING
If, after learning what it is we do, you remain interested, I gather information like your town, school info, grade(s) levels, how many classrooms, how many students, funding sources, what month(s), and possible curricula options, etc.
3) PROPOSAL/CONTRACT
Using that information, I respond with a proposal/contract for a residency. This includes the residency dates, grade level(s), and the cost (total cost, and initial deposit). This proposal serves also as a contract which is signed by a school official (usually the principal). One copy is kept by the school and one is returned to me with a deposit of 25% of total cost. With the signed contract and deposit, you have booked the residency.
Legends provides the residency teacher, curriculum unit, field trip itinerary, and the blank notebooks for student note-taking, journaling, and drawing.
The school is responsible for booking and paying for the field trip bus (usually on Tuesday of the residency week).
4) PLANNING
1 to 2 months before the residency is to begin, I or my staff will contact the teachers directly (usually by email, or phone) to discus the curriculum we will teach and set a daily scheduly. If necessary, one of us will meet with the teachers and staff to explain the program and answer questions (I know how many meetings teachers endure, so if this step is not necessary, we skip it, especially for a return residency).
We decide on a daily schedule and a curruculum unit for each class. Occasionally more than one class studies the same unit (see the page on curruculum units for more information on this).
Schedule considerations: I usually spend 75 to 90 minutes with each class each day (M-Th). On Friday we have a rehearsal and performance/exhibit for the school and parents. The usual schedule allows for 2 classes per day, though if necessary, we can teach three.
A typical Mon, Wed, Thurs schedule might be:
9 - 10:15 AM Class A
10:30 - 11:45 AM Class B
12:30 - 1:45 PM Class C
It is rarely as simple as this, though. We are flexible, though prefer not to have long gaps between classes.
This is also the stage where we enlist the participation of the Music, Art, and Language (writing) specialists. They are encouraged to use the same content for their work with the children. While this link is not always possible (usually due to shortage of time), when it does occur, the results are magnificent! The Legends teacher guides the Dance part. If there is not a language specialist, the classroom teacher provides simple creative Writing activities. The Art specialists guides the artmaking aspect. The Music specialist teaches any songs that might tie in. It makes for a wonderful show and learning experience!
5) THE RESIDENCY ITSELF
MONDAY - We introduce the students to the general concept of using Dance as a language. We play simple but FUN! movement games that begin to develope the spirit of creativity they will need to make their dances. We establish a rapport with the classes and begin to identify which students will be sources of energy, and which will be challenges to that energy.
By the end of the day, each class must be divided into 4 or 5 focus teams (classroom teacher usually does this). These teams will each study one part of the larger curruculum. Performed altogether, they convey the whole picture.
Remind children to bring in their field trip permission slips.
TUESDAY - We go on the "research" field trip to the places that support the curriculum topics. Here in New England we are fortunate to have 400 years of US history (and millions of years of natural history) with the actual locations available to visit. We also visit cultural institutions like museums, historical societies, and heritage centers. Students are taught the topics in a storytelling manner, with plenty of movement and enactments thrown in. They draw and write notes the entire time. This is where the notebook becomes a wonderful anchor for each child's learning. They are so proud to show me how many pages they filled!
The field trips usually take up an entire morning, 9 till lunch. Occasionally a trip, like a visit to the Harvard Museum of Natural History, takes most of the day. My experience has shown that the more time we can have "out and about" the more they enjoy the learning experience. It is unfortunate to have to rush these experiences.
WEDNESDAY AND THURSDAY - These days are consummed by them making their dances. While we still play some games, most of the time we are working hard at translating what they learned on the field trip into movement pieces that 1) are Safe, Clear, and Repeatable, 2) have a Beginning, an Middle, and an End, a Front, Back, and two Sides, 3) and have some connection to what they studied (even if only they know what it is). The excitement of Friday's performance builds steadily.
Each focus team writes a brief summary of what they studied (to be read at the performance). Invitations go out to parents, guardians, and relatives to come to the Friday show. Other classes in the school are also invited. Sometimes the cable TV company comes to film it!
FRIDAY - In the morning (often 10 AM - lunch), we rehearse in the performance space (stage, cafeteria, or gym) so that every child knows where they will begin and end his/her dance and how they are to get to and from the stage. Everyone is on pins and needles, very excited.
This also is the first glimpse each class has of the other classes' work. The are fascinated to see what the others have done. They cheer each other on and applause wildly after each dance.
Usually around 1 PM parents arrive and the other classes come to see the show. Each class takes its turn presenting. Each focus team explains what they studied and then performs their dance. At the end, the songs (if any) are sung. the show usually takes 15 minutes per class.
Afterward, students proudly pose for pictures and sometimes have a small party with parents back in their classrooms. This provides a good "cooling down" period for the children and gives their relatives a chance to congradulate the performers.
6) EVALUATION AND PLAN FOR NEXT YEAR
The last componant is for the teachers to fill out our one page evaluation form. this can be handed to the LSP teacher on Friday or mailed soon after the residency. Teachers' evaluation of our work provides us with crucial information to help us keep improving Legends. this form can also be printed out from this website (CLICK HERE).
Almost every school brings Legends back year after year. See our SCHEDULES page for available weeks and discounts for certain times of year.
Conclusion - Of course, this is only the basic flow of a typical residency. Each and every one is different. We always remain flexible in form (schedules) and content (curriculum) to make LSP fit perfectly into each school's and classroom's culture.
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Legends School Program is and offering of Dancers
Courageous,
Inc.
CONTACT US
Dancers
Courageous
PO Box 3146
Gloucester, MA, 01931, USA
Tel: (978) 387-6566
Email: carl@dancerscourageous.org
or visit dancerscourageous.org
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