A Creative Movement Independence Celebration for The Differently Abled

            "Equality is not in regarding different things similarly, equality is in regarding different things differently." - Tom Robbins

                  
          Celebrations of independence often bring to mind visions of parades that include bands with big bass drums, firing cannons and rifles, loud motorcycles and horns, and none of these celebrations would be complete without a culmination of fireworks.

            For some children these celebrations are a nightmare.  These are the children who are sensitive to any type of noise – they include those with sensory processing disorders and those on the autism spectrum, and they are often found right in the middle of creative movement classes.

            In honor of America’s Independence Day, I thought I would use this week’s post to share a lesson plan that I use to help my students experience all of the celebrations without the noise and fear that can sometimes accompany them.

            I use John Philip Sousa’s marches, and I let them play continually throughout our class which incorporates different rhythms, marching in several different directions and pathways, and lots of level changes and jumping.

            We discuss the parades that might be happening to celebrate the holiday, and then we have our very own parade.  Each child gets to have a turn as the leader and decides what imaginary instrument we will play.  We have a great time playing trumpets, flutes, trombones, base drums and bells.  We all end this activity by waving our imaginary flags and scattering throughout the room.

            Our celebration concludes with our firework display.  We begin by counting together and jumping up and exploding into fireworks on the number 8.  We then do the same counting to 4 and then 2.  At this point I assign each child a number (1-4), and he or she must explode when I call his/her number.  I begin by calling numbers individually and then begin grouping them together.  For the grand finale the students may choose when they wish to explode while the music plays, and I watch the dazzling display.

            Our job as dance educators makes us responsible for all children, and this class gives them the chance to experience the celebration without trepidation or fear and is great fun.  If you try it, let me know how it works for you!

Dance With Special Populations

    "People dance because dance can change things.  Dance can give hope."
                                                     - Adam Sevani (from the movie Step Up 3-D)      

           Dance can change the shape of our muscles.  Dance can change the nervous system.  Can dance change lives?

            A group of parents of special needs children in the Milford, Connecticut area would say yes.  Each week in the fall their children attend a dance class run by Debra Marchese through the City of Milford’s Adaptive Arts Program.  These children are either on the autism spectrum, have Down Syndrome or have been diagnosed with other disabilities.  As the weeks progress, the classes evolve into rehearsals for a very special production of  The Nutcracker.

            During the class the students are mentored by students from New England Ballet.  Some dance along side the students, some mirror the movements for the students, some provide verbal cues and others provide actual hands-on tactile instruction, guiding a foot to the perfect tendu or arms to the perfect fifth position.

            Not all of the students rush to the barre immediately.  Some hide under tables until coaxed out, and others prefer to continue to talk about the costumes they have been allowed to try on in preparation for the performance.  However, everyone’s excitement is evident through giggles and shouts of, “Is today my special day?”

            As Debra announces that it’s time for Snow, the students rush to the right side of the space to prepare for their entrances.  They are accompanied by their mentors and other members of New England Ballet’s Company.  The New England dancers will act as their co-dancers and their guides, once again providing either verbal, visual or tactile cues which culminate in a beautiful dance.

            The story is shorter than that of the traditional Nutcracker, and the choreography is less complex, but the contagious excitement is there as is the pride of the performers.  This year’s Sugar Plum Fairy pays careful attention to the position of her hands and fingers as she delicately flicks her wrists to the strains of Tchaikovsky’s score while grinning from ear to ear.

            New England Ballet will present the Adaptive Nutcracker Suite for the second year on Friday, December 16, at the Parsons Government Center in Milford at 7 pm. The Milford students will be joined on stage by students from similar classes held in Southport and Trumbull.

            The performance will, undoubtedly, bring tears to the eyes of the audience members, parents, teachers and mentors who will be moved seeing what these children have accomplished, but it will also do more.

            For one brief evening, these special students who must work very hard at socializing, adapting and performing everyday functions that most of us take for granted, will feel the excitement of waiting in the wings, the joy of dancing with their peers and the pride of being applauded by an enthusiastic and appreciative audience.  It is during those moments that others will be able to witness how dance can change lives.

            If you know of other productions like this, please leave me some information in the comment section.  I would love to read about them!