I’m into things, things I can touch, things that entertain, things that look cool; you get the idea. In Arts Academy we learned about the brain dance, and I was impressed with the research that went along with the dance. It is a way to help our brains develop and connect, and it is especially valuable to children, whose brains are still developing. But the thing that I found most interesting was the drum. The brain dance can be done to any music that has a beat, but doing it to a drum, to me, is more fun. A single person playing a drum can do anything and still make a pleasing noise. It is easy to keep a beat and easy to sound like you know how to hit it. So combining the brain dance with a drum, works for me.

I bought a great drum, custom made with cow hide and light enough for me to hold in my hand, so now I can be a drummer. I used the “Brain Dance” handout from the class, so now I can take advantage of the research and help kids develop their brains. Easy, it is something that I can do, it makes me look intelligent, but the best part is that it works.

At times when the students in my classroom needed a break, all I had to do was get out the drum and beat on it. My students soon learned that this was a time to get up out of their seats and start moving with the beat of the drum. As I beat the drum I would tell them the movement that would help their brain develop and coordinate with their body. We would go through the brain dance routine; they loved it, I loved it, and when we were finished, they were ready to settle down and go back to work. It was like magic.

I could tell when the attention of the class would wane and they were ready for a break and the brain dance was a tool to help me and them. Sometimes they would ask to do the brain dance and I was always glad to take the drum down off the wall and play it. It was a lot of fun and a good way for them to get the wiggles out, and they always went back to work refreshed.

It has always been my determination to continue to develop as a professional teacher throughout my career. Attending the academy has inspired me to renew this determination. The saying, “Old teachers never die, they just lose their class,” is humorous but true on some level. While I am an old teacher, I am resolved to teach with a fresh and still invigorated attitude. I do not intend to lose my class before I retire. Participation in Arts Academy has strengthened that resolve.

I appreciate the passion shown by our instructors and by Cally. Passion brings relevancy and real power to education. I was also aware of instructors who are teaching the same thing in the same way they taught twenty (or however many) years ago. The concepts were still valid but they had lost some of their relevancy and power. This experience made me even more aware of how important it is for me to develop and improve every year that I teach in the classroom.

Now it is up to me to seek out more training and knowledge in the areas of art I would like to use with my students. I feel motivated and qualified to investigate further and learn more so I can be a more effective teacher. I have experienced a rekindling of my passion for children and for what I can give them by participating in BYU Arts Academy.

When I consider my attendance at the BYU Arts Academy, I realize I have advanced my beliefs about the arts in two ways. First; I always knew I had a sub-standard sense of rhythm and movement. Participating in the Arts Academy program has enhanced this knowledge. Second; students who attend my school rotate between art and music classes. Previously, I believed that I did not need to teach art and music to students in my class. I have changed this belief as a result of Arts Academy.

I appreciate the patience of the Arts Academy instructors and the oversight and coordination of Cally Flox. Their ability to make the classes relevant to each student’s needs as a professional teacher, and to teach according to each student’s ability, not only made the class educational but enjoyable. I also appreciate the discomfort, which I experienced from time to time, because it was a catalyst for my personal change.

My first change came with the awareness that I am capable of teaching some of the arts in my classroom which I have previously left to others to teach. I decided I do not need to be a heroic dancer like Marilyn Barrett, or an inspiring artist like Scott Flox, to teach my students dance and art. This realization applies to other art forms as well. All I need is to do is develop my latent talents and skills and to use the existing talent that some of my students possess. My students have accepted and encouraged my forays into using more art instruction in my classroom. I have used their talents to supplement my emerging, but limited skills.

The second change I experienced was the realization that I was shortchanging my students by not using more of the arts in my instruction, and, what was even more profound for me; I realized that teaching with the arts is an effective tool, which makes teaching more efficient and promotes learning. The breakthrough occurred when George taught about teaching in the nexus. The arts instruction that I had received from the other instructors was critical to this breakthrough because it laid the foundation for my insight.