Final Reflection
Nicolette Broderick
First Grade

Live Laugh Love

Currently there is a popular saying that you may find printed on blocks, cross-stitched in pillows, or framed in one’s home. This saying is “Live, Laugh, Love.” To me this adage describes my experience at Arts Academy.

I was raised in a home that lived for the arts. My mom was a piano teacher but also a strong advocate for bringing Arts into the schools. When I was in elementary school my mom and another mom created a program called Young at Art. This was a recital focused on music, dance, and drama. Each child that was interested would practice intensely to try out for this show. Once they were accepted in, my mother and her friend taught the children how to perform on a stage, how to have confidence in themselves, and how to make their talent shine. This program became well known around the city and had a great influence on many people!

While participating in this academy I have felt those emotional connections once again stirred inside of me. I have always loved the arts and although I was trained in ballet, piano, and voice, I have sadly kept most of my abilities and talents separate from school. I started teaching when No child left behind was in full force. It seemed there was barely enough time to fit in the curriculum let alone supplement with other things.

Arts Academy has given me a taste of each art form and how easily it can be integrated into everyday school activities. I think in my mind I didn’t know where to start with movement, drama, and especially visual arts. I was overwhelmed with the idea of creating lessons that I didn’t feel competent teaching. I can honestly say that through the different sessions of Arts Academy I have found my “arts” self again. I feel as if I am truly living up to the saying, “Live, Laugh, Love.” I have seen my student’s creativity blossom and their love for the arts increase. More importantly I feel as if I have come full circle reliving my childhood as an accomplished adult. This feeling is indescribable. Thank you for this gift!

When I was reading in the Arts Academy textbook I liked the idea of “eight minute energizers,” under the Howard Gardner section. One of the energizers is visualization. I thought it would be perfect for my new literacy unit book introduction called, “Imagine That.”

Well, in the past I have noticed that first graders are good at imagining things without realizing they are imagining things. It is much harder for them to actually think about imagining things. As a class, we closed our eyes and imagined something blue. Then I would call on a few to share something blue. We did this several times choosing a couple different categories. Then I made it harder by asking them to imagine something about a toy in their room. Their answers were creative and I could tell they were visualizing it in their mind. They really loved this activity. The best part was the other students loved hearing their peers’ responses just as much as they loved giving them.

The eight-minute energizers are a great way to mix things up!

The scholastic story of the week was called “The chick and the Duckling.” During this story the chick does everything the duckling does. I decided it would be a fun time to integrate mirroring.

I set up the expectations and then choose a student to help me demonstrate the activity to the class. First I was the leader and then I let the student lead. When it was the student’s turn to lead she was somewhat hesitant but then picked it up quickly.

Then, I assigned each student a partner and let them find a spot in the room and get started. While observing this exercise I could see many benefits for my first graders. First, I was VERY surprised at how well my students were able to concentrate and focus on their partner. The kids were very responsive to each others’ movements. There were several students who really struggled with speed. Instead of interrupting the entire class every minute to fix a problem, I decided to walk around and briefly move the struggling children’s hands for them, letting him or her feel how slowly they really needed to go.

I learned that First graders are much more capable of activities like this than I ever thought. Also, I learned that the modeling and instruction before the activity was well worth the time.

The next time I have my students mirror I will choose their partners a little more carefully. I was judging mostly on height and later realized during the activity that the dynamics of the pairs almost plays a bigger role into the success of the activity, rather than just height.

Overall it was a great success!! I am looking forward to taking this activity to the next step by challenging the students to not look at their partner’s hands. Ü