In this activity children chose what they want to build. After putting on safety glasses they learn:
1) How to hold and turn wood in a vise to sand the sharp corners and edges down
2) How to use the hand drill to makes holes for screws and dowel pieces
3) How to saw the parts to their project by clamping the wood into a miter box
4) How to make something spin or turn using a screw, and
4) How to safely assemble the project using hammer and nails.
Children applying good effort and focus are able to complete a level one project each lesson. There
is constant supervision. Safe and effective techniques are given throughout the class.
There is another session to register we encourage new students first to register, 6 classes from 3-
3:55 pm, 3/6/18 to 4/10/18 $145 for k-1 st (6 kids max). From 4-5 pm, 3/6/18 to 4/10/18 $145 for 2-5 th
grade (8 kids max). Priority will be given to new students first.
After the first two classes with La Jolla Fencing Academy children learned history of sword fighting and how it progressed into Olympic sport of fencing through the time. Also we learned basic footwork and some fencing rules! We have left and right handed children, very interesting for the instructor as well!
Children are learning more and more American Pop Dance Moves. We have recently danced to the following songs:
Hokie Pokie – The Boswell sister — Watch Me – Silento — Can’t stop the Feeling – Justin Timberlake — Just like a Rockstar – The Fresh Beat Band — 24k Magic – Bruno Mars (radio edit)
Children have learned hip hop, break dancing and pop n lock moves. We are also learning how to perfect our somersaults.
This class is comprised of children who have taken the ASA Creative Movement/Pre-Ballet classes in the past for at least one term, and a few have also participated in the ASA Combo Pre-Tap class. They are familiar with the structure, and move easily from one activity to the next. Initially, Miss Leslie’s intention was to present this class as a tap and rhythm class exclusively, but as the students have continued from previous terms, and per their request, I have included pre-ballet movement.
We begin class with seated exercises to focus, stretch, and isolate movements. We run through our series of ballet positions, etc., and then work on moving across the floor. Each dancer has several opportunities to lead their line, performing various movements from bourrée, to chassé, sauté arabesque, jeté (leaps), etc. Miss Leslie have been focusing more on arm positioning at this level, and trying to make children more aware of pointing their toes, and holding their posture. (This coordination and awareness takes many years to perfect!)
We work on combinations and choreography for our performance coming in December, and then change to tap shoes.
In tap, we begin with a warm-up consisting of basic technique including toe taps, toe and heel drops, toe and heel digs, slaps, brushes, ball changes. After reviewing and corrections, Miss Leslie try to add a new step to add to their skill set. We work in a single line formation, and also follow in a line across and around the room.
Miss Leslie also work on rhythm timing: half-time, on-time and double-time, by having them perform steps at each speed. We work with and without music. To enhance their sense of rhythm, and to add some fun variety, I have begun to teach simple clapping and body tapping, along with feet-tapping. A definite challenge to their coordination! Judging by the giggles, the children seem to enjoy this. Our combinations for choreography will include some of this.
At the end of class, children take turns sharing any skills they choose, although I encourage them to share both a ballet and a tap skill if they seem to repeat the same thing more than once. This group still looks forward to their sticker reward at the end of class. It is nice to have students continuing the ASA dance classes, as I do see improvement from their earlier terms. As they mature emotionally and physically, they have become capable of picking up skills more quickly and executing them more proficiently.
All of the children are becoming excited to know they will soon be showing their families what they have been learning!
Wednesday class begin with stretches and isolations sitting in a circle on the floor. (This includes positions like “butterflies”, “Supergirl”, and sitting in a wide-legged second position stretch, so that toes touch, creating a closed circle.) This activity allows the young group to settle and focus, and to enjoy using their imagination. They have come to especially enjoy laying on their tummies with arms and legs held off the floor, “flying” like “Supergirl”.
From here we move on to basic ballet positions and technique, reviewing the terminology, and counting repetitions, often in English, French and Spanish. Students demonstrate how to make a “diamond” (plié), how our toes “kiss” our knees (passé), and how we dip our toes in the “water” (tendu and piqué).
Next we move across the floor, generally two-by-two with various steps and movements from chassé, to bourée, to skipping, and hopping (sauté), etc. The children have fun executing different ways to chasse: classic, “horsie” chassé, and sideways chassé. Each of the dancers is given a chance to be a line leader, and I am happy to say that they have progressively become more patient while waiting for their turn, and look forward to their chance to lead.
We also work on combinations and choreography that will lead to their performance in December, and the final few minutes of class are spent sharing what we have learned that day. Each dancer has her opportunity to choose something to demonstrate to the group. At the conclusion of class, students receive a sticker for their successful participation and good, respectful behavior toward me and each other.
The children have settled nicely into the flow and routine of the class. It is good to see that a couple of the children who were a bit shy and somewhat reluctant dancers in the first week or two, have come out of their shells, and participate fully with the class, confident to share/demonstrate more openly, and to take their turns as a line leader.