Thinking about the Bromestone Project

Intrinsic motivation and mastery

Where does motivation come from? Internal satisfaction and goal setting or seeking external inspiration, praise and validation 

How much do I talk within a session, what do I say and when? 

- what kind of different circles could you make with this body part

- how big or small/ fast or slow could they be

- can you find the difference between sitting up tall and slouching

- when and what do I offer praise for - attitude, autonomy, process, investigation, enjoyment and commitment, not right and wrong or the aesthetic? 

Autonomy

How do I increase autonomy more quickly from the outset by removing depending on myself?

Incentivising children to be interested in their own bodies and their own researchers instead of always seeking praise and validation from the teacher.

How do I teach them skills but very quickly permit them to play with those skills with different suggestions and ideas. Vocabulary as a tool for them to then do more themselves not as an end in itself. 

Reflection

Encouraging them to be reflective - asking questions after activities like 

- What did you notice

- What was interesting

- What were you thinking about

Then using their responses as a way to then develop the activity instead of my own ideas.

Process over product

By using the reflections above. 

When going round to look at their rehearsals what shall I ask

- 'What have you done so far'

- 'What are you doing now/next'

- 'What is going well so far' 

- 'How are you supporting and helping each other' 

- 'What interesting things have you found in the movements'

Session structures

Starting and ending by talking together in a circle - we are all involved in this together on an equal level, not directed and dependent on the teacher

Starting in the classroom and ending in the classroom with them - being interested in their whole lives not just their dances. 

Creating our space not my space?

'How do we want to work together' board. What shall we do when someone does not work in this way? Agree together. 

Behaviour

Being aware of and working with the atmosphere in the room - talking to them about it. 

What to do with behaviour - talk to them about it, not interested in what has happened (placing blame) but what will we do not going forwards. 

When/should a child be told to sit out for two minutes? Agree this with the children (and teacher).

Teacher/TA

Make sure you and the teacher are on the same wave length in terms of them understanding and working with your teaching philosophy - talk to them as much as possible both before and after the session. Maybe you are teaching them about dance as much as the children? Asking their thoughts, opinions and questions. Telling them your future plans. Partnership thats fulfilling and interesting for them also.

Managing all of the above in terms of workload, time restrictions, changing schedules!