COMPoSITION STUDIES
STUDY #1: "Ten-Points Developed"
-In this study the main focus was becoming aware of ones multifaceted body through embodiment, space, focus, and initiation points.
STUDY #2R: "Resiliency"
-In this study the goal was to find weight throughout the body in a resilient fashion, all movement going down with a rebound quality.
STUDY #2L: "Lightness"
-In this study, the focus was on utilizing weight to find lightness in your movement, everything went up.
STUDY #2S: "Strength"
-This study was all about using weight to incorporate strength in your movement.
STUDY #2RLS: "Resiliency, Lightness, Strength"
-This study was interesting as the focus was to combine 3 completely different weight studies into 1 solo.
Final Study: "Ignorance is Bliss"
WEEK THREE:FINAL PROJECT
WEEK TWO:
Choreography by: Lauren Brenner
"This creative process has provided me with new insight on the creative collaboration between choreographer and performer. Having the sole purpose of performer in this process was eye opening in the sense of learning how much input was too much and how much was not enough. It was interesting learning and finding the balance of a happy medium while still maintaing the responsibilities of the performer. Through the development of this Final Study, the choreographer and I agreed on certain elements and aspects to focus on. We also took time to recognize our tendencies within movement, as we share similar qualities. The goal was to get myself and the choreographer to break out of our comfort zones and explore new ways to fulfil our movement. Through this process we both collaborated on monitoring those tendencies and to find new ways to reach the same movement but not in a way that is expected. Overall, I feel as we exceeded our expectations in the choreographic movement and core ideals that we’ve developed from this creative process. "
After showing the work to various peers, we gained insight on incorporating more pedestrian like moments as those really stood out and were successful in the deveolpement of the piece. The choreographer and I continued to manipulate contrasting movement to the music.
WEEK ONE:
This clip were taken very early on in the formation of this piece where we were really focusing in on the idea of embodiment and contrast through movement and music.
Composition 2; Final study
For this Final Study, the assignment was to create whatever we wanted. My partner and I decided against music as we didn't want the music dictating our movement. We also focused on the spatial relationship between each other as well as manipulating facings to create the illusion of different choreography.
PERFORMANCE
Coming from a performance based background, I look forward to being apart of OSU Dance shows and opportunities while also working closely with Faculty Members, MFA Students, and fellow BFA Students. Heres what I've performed thus far...
November 2018. Crystal Perkins. The Big 5-OH
April 2018. Ali Cassidy, "Push Through," OSU Dance Department Spring Concert
December 2017. Crystal Perkins, "Difficulties of Flying," OSU Dance Department Faculty Concert
ACADEMICS
​
ACADEMICS
Minor: Arts Entrepreneurship
GPA: 3.8 Deans List
-I have a strong interest in arts administration and the development of young dancers.
-Im eager to explore the opportunities The Ohio State Department of Dance can offer to the field of arts administraion
ONE HOUR STUDY
How do you Learn?
A study on helping dancers find their preferred learning style to enhance their dance training
ABSTRACT: I intend to explore different teaching and learning styles in dance to allow participants to discover their best method of learning choreography.
THESIS STATEMENT/PROJECT DESCRIPTION:
The purpose of my project is to prove how different learning styles benefit individual dancers in different ways. In my project, I will prove how verbal, visual, and aural teaching styles can affect different dancer’s ability to retain choreography and help them become more aware of their best learning style, in order to further their technique training.
There are several different teaching techniques and learning styles but only a few are utilized in the dance studio. There is such a wide array of learning styles and some dancers struggle with finding their appropriate style to excel their training as a student in the dance field.
I intend to aid dancers in giving them the opportunity to explore new learning styles to enhance their learning abilities. With these tools, dancers can pursue new techniques in learning to use during their education and training. Also, it can give dancers somewhat of an advantage in the studio as the teaching style won’t affect them as much as they know their personal learning abilities.
METHODOLGY/PROCESS:
I explored the idea of several learning styles and applying these ideals to dancers, to aid them in finding their preferred learning style. For this study, I invited four female dance major students from The Ohio State University Dance Department to participate in my data collection on this particular study. I used the following 3 learning styles in this study...
Verbal
These learners prefer using words, both in speech and writing. Teaching in this way is perhaps the most familiar to instructors. In other words, you tell a student how to do something, and the student completes it. Additionally, if instructions are written on a whiteboard or on a handout, the dancer can easily understand and follow through.
Visual
As the term suggests, visual learners have to see it. A dance teacher can’t just tell these students how to perform a task. Instead, these learners need to have a diagram before them, see a photo or watch a live demonstration or video of other dancers doing the same steps. Then, they will be able to pick up the information and do it on their own.
​
Aural
This learning is about hearing, but it is different from verbal learning. These learners need to use sound and music to understand their instructions. For example, a student who is told about the choreography and walked through the steps may not actually do well until the music element is added. When the music is on, the dancer can move with the rhythm, take cues from the flow of the music and distinct parts of the composition. This will help him or her pirouette or axel as required by the choreography.
PROCEDURE:
First, I had the dancers to complete a short survey, or self-reflection, on what kind of learner they think they are, (verbal, visual, or aural). Each survey provided definitions on each learning style to aid the dancer in answering their questions.
Then, I will taught “Phrase A” while utilizing the teaching style of verbal. After the completion of learning/teaching the phrase, the dancers were asked to fill out another self-reflection
Then, I taught “Phrase B” while utilizing the teaching style of visual. After the completion of this section, I had the dancers complete a self-reflection.
Finally, I taught “Phrase C” while utilizing the teaching style of aural. After the completion of this final section, I had the dancers complete a final reflection concluding what teaching/learning style they benefited the most from.
To Conclude, my one hour study, I held an open discussion to answer any questions, reflect on thoughts, and see what other collaborative information I can pull from this research.
RESULTS:
No. I thought I was visual learner, but I am actually a(n) aural learner.
No. I thought I was visual learner, but I am actually a(n) aural learner.
No. I thought I was visual learner, but I am actually a(n) aural learner.
No. I thought I was visual learner, but I am actually a(n) visual learner.
​
If you had to combine any two learning styles to reach an even more benefit for yourself, which ones would you combine?
-Verbal & Aural, 100%
-The results of this project will aim to help dancers find out what type of learner they are and provide them will tools to apply while in the studio
-my research will provide dancers with an advantage to overcoming learning barriers in the classroom to enhance their training
SIGNIFICANCE OF THE PROJECT:
I have a very strong interest in education and plan on having it as my main focus in my next 3 years in the Department of Dance at The Ohio State University. Like I said, I have found a passion for education through teaching and observing dancers learn and retain information.
This study is extremely relevant in the dance world as helping dancers learn what their beneficial learning styles are can expose them to so many artistic outlets.