Brain-Compatible Dance Education

• 11 videos of BrainDance to help teachers implement the warm-up in their classes by seeing how it’s done; the video clips show variations for all ages and abilities
• Lesson plans from the book in PDF format that can be viewed on a computer, tablet, or mobile device, or printed as needed; a lesson plan template is also provided
• Printable posters for your classroom or dance studio that highlight key features from the lessons
• Assessment templates and rubrics with rating scales that you can print and use or adapt to suit your needs

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.

Movement and Brain Development in Infants

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor.

Developmental Movement Patterns: Origins of the BrainDance

A baby does the BrainDance naturally in the first 12 months of life, as long as it is placed on a smooth, uncarpeted floor. Carpets and blankets may inhibit developmental movement from two months on because it is hard to crawl and creep on thick carpets and fluffy blankets. The baby moves most successfully when the hands, legs, and feet are bare (as in a onesie). Caregivers may enhance the baby's development through interaction and shared play on the floor. Time together on the floor strengthens bonding, social skills and sensorimotor skills for baby and caregiver.

Following is a snapshot of a baby's BrainDance during its first year of life:

Baby's first breath initiates dendritic branching from brain cells.

Tactile stimulation begins with the first touch of skin on skin. Bonding occurs through close contact with loving caregivers. The sensorimotor system is developed as the baby explores a variety of objects and textures.

In the first 2 months of life, the baby will reach into space in order to connect with the environment (extension) and curl back into the womb position (flexion), demonstrating the core−distal pattern.

At 2 months, the baby has better head control and will lift and turn the head in both directions continuing the head−tail pattern begun in the womb.

Upper−lower body halves are strengthened as the baby pushes with the arms and hands and then with feet and knees. Near−far vision is also developed.

Between 5 and 7 months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. After integrating the body-side belly crawl, the baby will move in a cross-lateral belly crawl. As the baby crawls, horizontal eye tracking develops.

Between 7 and 9 months, the baby pushes up onto hands and knees and repeats the upper−lower push−pull pattern. The baby then creeps on hands and knees in a body-side pattern before creeping on hands and knees in a cross-lateral pattern. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal, vertical, and near−far eye tracking is essential for reading. From 1 year onward, cross-lateral patterns appear in walking, running, and eventually skipping.

The vestibular system begins developing in utero, stimulated by the mother's movement. This system continues to be very active through the first 15 months of life as the baby is rocked, held in different positions, and independently rolls, creeps, and sits up. The vestibular system analyzes movements through the whole body, helps you know where you are in space, and links up to all forms of sensory information. This very important system is used when you read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system to support brain development.

An infant explores tactile and upper−lower patterns with help of Mom.

Movement is important to early brain development

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch.

Reflexes and Their Integration

When people dance, they move in a constant interplay of flexion and extension. They close and open, contract and expand, shrink and grow, gather and scatter, yield and reach, collapse and burst, plié and relevé, and fold and stretch. Dancers constantly replicate the baby's early movement patterns that initiate brain growth. Perhaps this is why modern research shows the study of dance to be beneficial in slowing dementia and regenerating brain cells (Burzynska et al. 2017; Hanna 2014; Rehfeld et al. 2017). These very early patterns of flexion and extension, first with the whole body and then with differentiated body parts, are called reflexes. They underpin the patterns of the BrainDance exercise described in chapter 5.

Reflexes are motor patterns that develop in utero and after birth to help with survival and developmental needs while initiating brain growth. These reflexes are activated by sensory triggers such as touch and proprioception. In typical development these involuntary, automatic patterns disappear as voluntary movement develops. “Without automated movement a child will not be able to think” (Connell & McCarthy 2014, p. 8). The reflex patterns do not go away; they become the scaffolding behind voluntary movement. This transition is called integration. The integration of the majority of these reflexes typically happens in the first year of life. The activation and subsequent integration of these reflexes build the lower brain and limbic system. A strong foundation makes possible higher-order thinking skills such as creating, memorizing, and performing complex dances, as well as reading.

Movement stimulates brain growth and promotes brain health.

However, a variety of environmental constraints may cause some reflexes to linger or be retained. Problems arise, as early as conception, if mothers are unable to get enough exercise or have extended bed rest because the vestibular (balance) system is activated in utero. Assisted deliveries prevent babies from initiating important reflexes necessary for brain growth. After birth, babies may spend too much time in containers such as car seats, swings, baby seats, and walkers. This restriction of movement prevents the development of the sensorimotor system that wires the brain. For optimal brain growth, babies need a lot of time on the floor to explore the developmental patterns in their own time. To move with ease, babies aged 0 to 2 months can be naked on a waterproof pad. Babies 2 to 12 months can be in a onesie, on a uncarpeted surface, so that they can move their limbs freely and belly crawl with ease. Floor time can be free time for the baby as well as interactive time with caregivers who are also on the floor relating to their own little scientist. When people try to rush development by propping up a baby to a sitting or standing position before they accomplish these milestones on their own, gaps may appear in brain processing.

Retained reflexes may affect physical, social, and emotional development as well as educational progress. “The longer a primitive reflex remains after its intended life cycle, the longer it may take for a child [or adult] to unravel its effects” (Connell & McCarthy 2014, p. 40). The knowledge that movement creates brain growth and neural pathways inspires us to exercise and dance to help fill in missing developmental gaps created by retained reflexes.

Most reflexes have two phases—flexion or contraction (folding joints in toward the navel) and extension or expansion (stretching joints or reaching away from the navel). Retained reflexes are the most noticeable because they are usually hyperactive; they remain in a high state of anxiety in extension. Hypoactive reflexes are harder to see, because they were never activated in the first place. These patterns must first be activated and then integrated. Children with hypoactive reflexes may appear to have a slumped posture and low muscle tone. Frozen reflex patterns (being stuck in a pattern) can cause physical and emotional problems for people of all ages. During lower- and midbrain development, primary reflexes are initiated and integrated through physical, sensory, and emotional experiences (Oliver 2009).

Reflective Teaching in Dance Education

Reflecting about one’s teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement.

Reflective Teaching

Reflecting about one's teaching practice is an important part of being a dance educator as well as a learner. An effective teacher prepares a personal mission statement and writes lesson goals based on this statement. Lessons are planned and presented with the focus of meeting these goals. After the lessons are presented, reflect on how well the goals are met, compare teaching practices with personal mission statements, and reframe problems for new action. Following are basic questions to ask after the lesson.

Did the students

• see, hear, say, and demonstrate the dance concept throughout the lesson?
• display knowledge and understanding of the lesson concept?
• execute the skills taught?
• have the opportunity to use multiple thinking tools?
• move safely?
• construct their own learning for at least part of the class?
• work together cooperatively?
• reflect on their experiences, ideas, and feelings?
• respect one another?
• take responsibility for their actions?
• express enjoyment?

Writing a personal mission statement is an excellent way to become a reflective teacher. Jot down observations of master teachers to emulate, as well as teaching styles or theories to practice. Write down dreams and goals for yourself and your students. Revisit your goals from time to time.

For example, the goal in my first year of teaching was to simply survive; now my mission is as follows:

Create a positive learning environment in which all learners may succeed. May they grow and develop as critical thinkers, collaborative dancers, and moral citizens of the world who understand and appreciate the art of dance.

When encountering problems in class, return to your goals. Ask yourself these questions: Are they too complex? Am I trying to accomplish too many things in a single lesson? Are they developmentally appropriate, or are they too easy or too challenging? Am I overly critical of my students' accomplishments or of my own teaching? Have I left out an important element? End by referring back to the principles outlined in chapter 2.

When classes go well, ask yourself why, and make notes about successes. When classes are less successful, again ask why, and seek solutions for the problems. Mistakes provide the path to growth. Blaming students is not productive, as is being too self-critical. Remember the values of patience and practice; be patient with yourself and your personal mistakes, and be willing to constantly learn and grow. Also, remember that practicing brain-compatible techniques will make you more proficient.

Review your mission statement frequently. Be honest about the reasons for teaching. Ask yourself these questions: Am I teaching because I like to take control? Or am I teaching because I wish to be a guide? Am I teaching because I hope my students will fulfill my needs? Or am I teaching because I want to fulfill the needs of students? If making a difference in the lives of students is important, then attend professional conferences, share ideas with colleagues, and read the books suggested in the Resources section on dance education, brain research, and class management. Exemplary teachers are lifelong learners who constantly reflect on their beliefs and redefine their teaching techniques as they gain new knowledge.

Sharing this knowledge, as well as a love of dance with students, is enough to delight and satisfy you throughout your teaching career. The students' joy will live long beyond that.