Ok, I've decided that tomorrow I'm going to try to keep a tally of how many glasses of water I drink and then calculate how many liters that amounts to. I figure you can't drink too much water, but my bladder and water bill (which we don't actually have to pay) probably wouldn't agree.
Today at work, I had to be far more alert than I normally do to accompany ballet classes. The reason was that I actually had to TEACH ballet class! My boss was swamped with paperwork today, so she asked if I would be willing to do some music classes for the last few hours of the work day. I accepted and the children were stuck with me!
To be honest, I was kind of blind sided; having no prior notice, I had to figure out what to do on the spot. It wasn't as easy as I thought it would be.....
Think back to when you were 6-10 years old and you had a substitute teacher at school - remember how the entire class was on its 'best behavior'? I pulled out some of my best disciplinarian tactics, but they were still little devils!
On the plus side - I came up with a really great creative movement exercise:
We talked about High and Low, as well as Fast and Slow pairings and how they existed in both music and dance. [If you ever want to hear the most delightful noise in the world... simply ask a class of fifteen eight-year-old girls to make a really loud high sound, ie shrieking!] They really enjoyed this exercise and responded really well to what I was playing for them. I also added another layer of volume, but there was a little confusion and at that point they were just excited to flail about the room, vaguely listening to the piano....
Anyway, the teaching was fun and I hope to do it again, particularly with some of the older groups - the relationship of dance and music has been my expertise for the last few years and I see that they are missing a few of the key connections with their musicality - something I really want to address.
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