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After watching the Dance Connects video I truly understood how important it is to have student initiative and voice in the classroom. It is one of the most important parts in dance advocacy. By having student-initiated or inspired work it teaches the community that dance can go beyond simply performing or something to do for fun, while both of these are important, it shows that there is a way to connect with the environment around the students, hear student voices not just through words but the power of their movements and how they use them to convey meaning. Having student work can give dance a new meaning to the school community who may not understand the importance of being able to communicate through movement. Student centered work creates a sense of advocacy for the community and students alike on issues they agree upon or maybe bring to light issues they didn’t even know existed. It also allows for the student to feel like their opinions matter and they are being heard and listened to. Movement is such a powerful tool for advocating voice to those who may not have one. By informing the students on why dance matters by bringing it to life through their own experiences it allows for them to convey the importance forward and articulate its importance to shaping the whole educational experience. A huge project I hope to one day implement is inviting the community to a dance class with the students. I would start off small, maybe with other students or teachers/administrators and then hopefully open it up to families so that way everyone feels as though they are experiencing the learning process. Watching the video also reminded me of multimedia dance and allowing students to explore work through that again even though we are moving out of those times, as the video expressed a lot of students felt less shy performing in front of a screen. The video also reminded me of the beginning of my undergraduate career where everything was online and all of our dance “performances” had to be recorded through zoom and in our own spaces to be shown to everyone during class. I think having that experience as a student who had to take dance classes online enhanced my drive to advocate for student initiative in my classroom when it comes to dancing.

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Watching Dance Connects, I was reminded how powerful it is when students take the lead in showing the world why dance matters. When students create their own projects whether it’s a video, a movement piece, a reflection, or a performance, they’re not just “doing an assignment,” they’re becoming advocates for the art form. It shifts the message from “My teacher says dance is important” to “Here’s why dance matters to me.” That kind of student voice is authentic, emotional, and incredibly convincing to anyone who watches, especially administrators, families, and community members who may not fully understand what dance education really offers. These projects make learning visible: the creativity, the SEL connections, the teamwork, the confidence, the joy. Instead of talking about the value of dance, students show it.

There are also so many other creative ways to advocate for a school dance program beyond student projects. Collaborating with classroom teachers to integrate movement into literacy, science, or social studies lessons highlights how dance supports academic learning, not just physical activity. Hallway displays, student quotes, or “dance fact posters” are simple but effective ways to make dance visible in the school building. Another idea is to create “Dance Ambassadors” students who help lead warm-ups, speak at meetings, or introduce dances at performances because sometimes the strongest advocacy comes straight from the students.

Advocacy can even be woven into everyday teaching, for example, by having students reflect in journals on how dance makes them feel, or by collecting simple before and after mood check-ins to show how movement supports mental health. When we document and share these things, we’re not just showing cute moments; we’re documenting dance as essential to student growth. As dance educators, we already know the impact our classes have on confidence, identity, expression, and wellbeing, but the more we share student voices, data, and joyful moments with the wider school community, the harder it becomes for anyone to dismiss the value of dance education.

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The “Dance Connects” video highlights the individuality and creativity that are fostered in the dance classroom. Although students are limited to their homes, they can showcase their creativity and choreographic skills that they developed in dance. Each student presented original choreography and expressed their passion for dance through the screen. Although the COVID-19 Pandemic resulted in isolation, “Dance Connects” highlights how dance builds community by incorporating students of all ages and publishing the dance film on YouTube to reach a large audience. I noticed that each student’s choreography included the last dance step from the student before them, which highlights the collaborative skills they have developed in dance class. Even though the students were dancing in different styles, they were able to take a movement from the previous solo, make it their own, and develop choreography to follow it.

Creating projects like “Dance Connects” provides administrators and families with physical evidence of the learning that happens in the dance classroom. People who are not familiar with dance need something tangible to understand the impact it has on students. This video shows that students are learning how to choreograph, collaborate with peers, perform, and utilize their technique. Incorporating film projects into the dance curriculum is a great way for students to collect “notes” or keepsakes of their movement explorations. They can explore their creativity, choreography, and voice while also investigating a different medium of dance.

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Watching Dance Connects brought up a mix of emotions- joy and sadness. Joy, because the film beautifully highlighted how dance has the power to connect people. It's such a meaningful creative outlet for students and played a crucial role during the isolation of the COVID-19 pandemic, helping bring people together even when physically apart. At the same time, I felt some sadness. That period was incredibly difficult, especially for students who had to dance alone in their bedrooms or small spaces instead of sharing movement and energy in a classroom or studio. Dance is inherently a social and cultural art form, and the lack of in-person connection had a real impact- students missed out on critical social-emotional learning experiences that can't truly be replicated through a screen. Still, it was inspiring to see how students kept dancing, even under such challenging circumstances, and major kudos go to the DOE dance educators who made this possible. It’s no small feat to teach such a physical, embodied subject remotely, and their commitment speaks volumes about the resilience of both teachers and students. This film reminded me why it’s so important to continue advocating for dance education in schools. Dance is just as essential as any other subject- it fosters creativity, discipline, self-expression, artistry, and community. It gives students a space to grow not only as dancers, but as thoughtful, confident individuals. To continue advocating for dance in our schools, we must build strong connections with our communities: especially parents, administrators, and fellow educators. Some creative ways to do this include sending home videos of class projects, inviting families to performances, hosting student-led workshops where parents can learn from their kids, and creating school-approved social media accounts to share dance content and student testimonials. It’s also important to consistently invite administrators and school staff to attend dance events and open classes so they can witness the value of the program firsthand. Finally, when applying for grants or additional support, including students’ own words and stories about how dance has impacted their lives can be incredibly powerful. Dance connects us, and it’s our responsibility to keep that connection visible, valued, and thriving in our schools.

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At my school, I aim to stress the importance of students having opportunities through dance. I’ve quickly realized many of my students have not experienced much of what dance has to offer in New York City. Although the majority of my students were born and raised in New York, they do not know and have not seen dance outside of their neighborhood and social media. I do my best to expose my students to the world of dance by bringing in guest artists and taking them on field trips. I’ve created an annual 8th grade dance trip so my younger students have something to look forward to and work towards. Last year, my 8th graders got the chance to see Hell’s Kitchen on Broadway. For most of my students, this was their first time seeing a Broadway show. It was the first Broadway show for one of my parent chaperones as well.

Leading up to the trip, the class began to do projects, watch videos about to show and choreographer, learn and have discussions about theater etiquette.

Advocating for experiences like these are a beautiful way to create generational experiences, as well as create dance opportunities our school communities have not seen in the past.

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This dance project developed during the COVID-19 pandemic was an effective way of connecting to and creating community during challenge times. Each student brought their individual style and different dance genres to the film. This also represents dance education and educators and their importance in NYC schools. The range of the students' dance vocabulary showcased their different experiences relating to both dance training and cultural influences which were all brought together in this project. I also noticed that many of the students were using the last movement from the student that performed before them, using skills they learned in the classroom such as analyzing and observing movement. Remote learning was a difficult time for many students so having a project to contribute and look forward to brings a sense of hope and power to the student.

This project can also be viewed as an act of protest and resilience through hardship which is how dance has been used throughout history. Not only was COVID-19 a difficult time in terms of the pandemic, it was also a challenging time for many communities facing heightened racism and prejudice. Projects like these are important to uplift students voices and give space to tell their artistic and individual expression through movement in a collaborative way. Having all students of different backgrounds, abilities, and ages represent the community that exists and will continue to thrive in NYC schools.

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Dance connects was emotional for me too (I related to what Jiao Li wrote). I just loved how each one followed after the other letting us know that they had watched what came before and were "adding on and to". I thought about what the assignment could have been (other then following the person before them), because it was a lovely mix of "dance vocabulary" and very individual movements. The overall positivity of the students - the smiles, the energy, the focus on their movement, their openness in sharing their dance and dance ideas - made a real impression on me. I loved how it was both connected and yet deeply individual and the spaces that they were dancing in also contributed to this. It was truly making the best of a difficult situation and taking advantage of what the moment had to offer. Normally, we don't see students dancing in (and around) their homes. Here they had a chance not only to connect with their movement, but to also share something about their home life and it felt like there was so much pride in both.

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Creating student dance projects is important, especially when they relate to a specific time, carry meaningful messages, and connect students with their diverse cultural backgrounds. As a COVID-19 dance performance project, the film, Dance Connects, successfully fosters connection through students' individual dances. Movement is a powerful language that builds energy from one student to another, embodying a strong and positive sense of community supported by dance education.

For me, it is captivating to see students actively participating, engaging, and showcasing their dances to build virtual connections. This is both exciting and inspiring, as their dances help create bonds and break the isolation experienced during the pandemic. By participating in meaningful dance performances, students engage in creative, expressive, and culturally rich activities that showcase their talents and advocate for the important role of dance education in schools. Organizing school-wide or community performances to demonstrate students' artistry and skill highlights the true value of dance education.

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Dance Connects was a deeply emotional experience for me. The video, created during the pandemic, showed K–12 students each performing a solo dance at home. Although every student was physically apart, the shared beginning and ending movements of their solos symbolized unity and connection. It reminded me of the time when dance became a source of hope for both teachers and students, helping us overcome isolation and uncertainty.

What touched me the most was how each child expressed energy, creativity, and resilience through movement. Even in a virtual environment, dance remained a way for students to communicate, to stay positive, and to feel part of something larger. This perfectly reflects what I believe about dance education—it is not only about learning choreography or performance skills, but also about connecting hearts, healing emotions, and building community.

As a DOE dance teacher, I see projects like Dance Connects as essential for student growth. They allow students to use dance as a voice for advocacy—to show that the arts matter, that movement can express what words cannot. Through these creative projects, students learn empathy, teamwork, and leadership. They also realize that their artistic expression can bring people together and make an impact beyond the classroom.

I hope to continue fostering this kind of spirit in my own teaching. Whether in person or online, I want my students to feel that dance gives them a sense of belonging and empowerment. Just like in Dance Connects, even if we move separately, our hearts and creativity can always move together.

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HW Week#5- The Dance Connects Video

Dance Methods- 2 FALL 2025

Professor Dr. Ana Nery Fragoso

MA Student: Tatiana H. Green

HW Response:

The Dance Connects video beautifully highlights how impactful dance can be in online learning. Dance provides access to community and communication beyond words. I was inspired by how the dancers traced steps, communicated through eye contact, and used rhythm to build trust and connection a powerful tool for artists sharing through movement language.

The choreography felt both intentional and spontaneous, showcasing how movers of different ages can unite through shared energy. This reminded me of the importance of creating classroom spaces where students connect through movement, empathy, and collaboration. As a Dance Educator, I will encourage students to explore movement through media by engaging in filming mini dance projects. These recordings can serve as Dance time capsules, capturing students’ growth from the beginning to the end of the year. Memorable playbacks of students classroom learning during rehearsals, and performances can provide evidence of student work, while also expressing their identities through dance. I truly enjoyed the video, I’m looking forward to create an exotic experience like that, because it was popping dance lesson.

Thank you,

Tatiana H. Green

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Despite the constraints of the Covid-19 pandemic, the Dance Connects video demonstrated how both technology and dance can bolster human connection and community. While watching, I was struck by how the project included students of all ages and abilities from throughout the city. This created a powerful sense of inclusion, showcasing each individual student's artistry. Although there may be some opportunities for in-person sharings of student work, it is rare to see this many students from diverse backgrounds able to perform for and learn from one another. By utilizing technology, educators were able to foster connections throughout the larger public school community, utilizing a sense of collaboration amongst all of the participating students.

This project advocates for dance in public schools, because it demonstrated how dance reaches beyond obstacles to foster connection. The Dance Connects video is a testament to how dance builds resiliency and offers students a chance to express themselves without words. Educational dance connects different cultures through shared experiences and creates opportunities for social emotional learning.

I believe that educators could continue to utilize technology to advocate for dance in public schools. Sharing examples of student work (with parental consent) on blogs, Substacks, or online videos is a simple way to highlight all that our students are learning and achieving within our classrooms. This also creates new opportunities for dance programs to foster community and collaboration throughout the city, allowing students to connect with peers of different backgrounds and ages.

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Dance Connects: The Toilet Paper Roll & Resilience

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Dance Connects: The Toilet Paper Roll & Resilience

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The Dance Connects video serves as a testament to the importance of dance education for students’ physical, psychological, and emotional well-being. What resonated with me was the infinite creative capacity of teachers and their students to devise unique strategies for exploring dance making and dance learning. A portion of the video showed one student at a time receiving and throwing a toilet paper roll. I noticed that they would always receive it from the left side of the screen and throw it to the right side. The making of this video clearly required a lot of different types of learning. Students had to be able to operate the filming devices properly and understand the directions for the camera, as well as how these would be reflected on the screen. Students had to collaborate with a friend or family member to complete this action, having someone off-screen to throw the toilet paper roll at them. Using a toilet paper roll as the prop for this dance video reminded me of the significance of this item during the pandemic, especially considering that it was challenging to get some toilet paper during the early months of lockdown. This symbol signifies the importance of having a supportive community in times of difficulty, enabling individuals to build strength, resilience, and collectively problem-solve.

One way of advocating for my dance program and students is by creating opportunities where families and other members of the school community (classroom teachers, administrators, etc.) can witness the students’ dance work in a performance, recital, or open class. The performance can serve as an exhibit to showcase the “final work” created by the students, as well as their development process and experience. This could include journals, a slideshow of pictures, and videos of different drafts of each dance. While it is crucial to place dance learning at the center of educational dance, I believe it is helpful to demonstrate how dance can also serve as a vehicle to access other subjects. Sharing with classroom teachers and families how students can develop literacy skills through dance could be a powerful way of advocating for a dance program.

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This project was a great example of an effective collaborative student projects can be. This video showcasing connection: something deeply strained during the pandemic is a powerful choice. A reminder dance is a form of communication and can be used to say something. Dance can also be emotional and create powerful connection or change.

This type of project is a great way to showcase the importance of Dance, education in schools. Displaying how Dance requires collaboration, teamwork, creativity, discipline, and hard work can help educate people on the importance of arts in schools.

Ways in which I can advocate for my dance program and students is by continually representing the deep thinking that is done within our dance space. It is often lost amongst consumers of the arts, the deeper learning that exists within the process of art making. Not just the glitz of glamour of performance, but in the teamwork collaboration and discipline, it takes to participate in the arts. Group projects, student choreography, student reflections/journals, multimedia, dance films are mediums to demonstrate this learning.

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Watching the video reminded me of how effective dancing can be for communication, empathy, and community building. Dance Connects emphasizes how dance crosses cultural, socioeconomic, and generational barriers, demonstrating that movement can explain what words cannot. It promotes the concept that when students develop and perform projects with a purpose, they learn more than simply choreography; they also learn how to utilize their creativity to advocate for themselves and dance education as an essential component of the curriculum. Student-led projects foster ownership, creativity, and teamwork while offering them a platform to express why dance is important in their lives and in their school communities. Creating student advocacy projects, such as performance pieces inspired by social concerns, short films explaining why dance should be respected, or collaborative displays with other arts departments, can help raise awareness among administrators, families, and peers. These initiatives demonstrate the academic, emotional, and cultural benefits of dancing in concrete terms. Some other creative ways in which we can advocate for our dance program and students include:

Social Media Campaigns: Share student reflections, rehearsal clips, and performance highlights to build visibility for the dance program.

Student Ambassadors: Have advanced students present at school assemblies or board meetings to speak about the value of dance education.

Cultural Exchange Events: Celebrate diverse dance forms through festivals or “world dance days” that highlight inclusion and global awareness.

Advocacy through Art: Create visual displays or short films about “Why Dance Matters” to exhibit around the school.

Dance programs that allow students to become advocates not only emphasize their creative influence, but also confirm dance as an integral component of a well-rounded education.

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For me, the video highlights the nonverbal expressive nature of Dance. Having a visual, a living record of "data" like this, makes the argument that Dance is beneficial and essential to students more authentic to peers, teachers, and administrators.

It seems that each student in the video had at least one connecting movement to another dancer, and then used their own movement vocabulary to "say something" about themselves. Most students taped themselves inside their homes, while others chose to be outside, another element of choice in the project.

There was a mix of technical ability among the students, but each was able to use their movement choices to participate and to be an integral part of the collection. The transition from everyday activity (sitting on the couch reading a book) to whole dance movement and then back to reading is a great way to highlight how Dance can be a part of every child and person's daily activities.

Student projects can serve deeper purposes, including discipline, creativity, collaboration, self expression, stress relief, social justice, and more. When students present their work through performances, multimedia, or workshops, they make Dance visible in their community (school and outside). That visibility both celebrates current dance programming and strengthens the case for future support.

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The 'Dance Connects' video was an amazing showcase of the way that dance education connected students, especially during the COVID-19 pandemic and the lockdowns during which all educational experiences were held online. Even just the simple one-move moment of connection in the video between 2 dancers between each clip is impactful to think about–the dancers had to have gotten in contact in order to plan their connecting step and then they had to work to build their solo from this step. This seemingly small connection may have been a defining moment for a student during virtual schooling when they may not have been able to work collaboratively as often as during in-person schooling. Even though we are back to in-person learning, the 'Dance Connects' video shows how important dance education can be in bringing students together in ways that may not occur during other academic disciplines.