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Syad4RobertoOrig

arts in education

Since receiving her Masters in Dance and Dance Education from Teachers College, Columbia University, Ludwick has designed and taught numerous public school residencies in the New York City Public Schools through agencies such as   ArtsConnection, Young Audiences NY, The Jamaica Arts Center and The Education Department at New York City Ballet. These projects have included creative and modern dance and interdisciplinary units that integrate dance with academic subject areas.

For information on booking
contact julie@flybynightdance.org


Examples of the units
Ludwick has TAUGHT include:

(click title for description)

DANCE AND LITERACY
2nd Grade Students explored increasing their movement vocabulary through improvisational warm ups and solo and group dances. Students kept journals of dance words and regularly made lists of words when watching one another's dances. After exploring a selected list of their words through movement they then created a dance based on these words. After watching one another's dances, they created poems based on dances they had viewed. This unit was part of Project Read for the New York City Board of Education taught through Jamaica Arts Center.
DANCE AND SCIENCE
Kindergarten students explored increasing their movement vocabularly through warm up exercises and solo dances based on using different body parts and spatical levels. They then explored the life cycle of the catepillars/butterflies through improvisational solos including such behavior as: leaf eating, emerging from their cocoons and spreading their wings to dry them, puddling (when a butterfly stirs up a puddle by landing and leaving a puddle mulitple times so that the nutrients from the puddle rise to the top), sipping nectar from flowers and fruit. Students watched one another perform and perfect their dances and worked to make their dances distinctly different from one anothers'.
DANCE AND MODERN ART
Students look at various pictures of Modern Art and discuss them with specific questions from the teacher as to what they see. They then use these as ways to explore improvisational movement. As they students gain comfort in sharing their dances they begin to draw one another's dances and then to create dances based on those drawings.