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HOW DID THE PROJECT BEGIN?
This module began with choices of what we want to focus on, and I picked the teaching project. This project was built between three people Jess, Aishwarya, and I. What this teaching project essentially was that it was purely based on teaching and your own independent teaching skills. Due to the Covid-19 pandemic the teaching classes were taught all online, providing us with a few challenges that I further discuss. Due to the classes being online, we had to figure out a strategy on how to attract an audience. The three of us decided to teach dance styles that weren't already offered to us in university, so we put out a poll on social media where our peers voted on which style they wanted to do, and the options we came up with were funk, hip hop, and heels.

We came up with three different choreographic classes all different styles based on the knowledge we received from our audience. as this is an independent project, we did decide to create these choreography's and share it with each other so we know what we were doing and receive feedback on how we could improve also. As a group we divided different roles and responsibilities so all three of us were working on something. I was given the responsibility of providing a zoom link for the audience to join on so to do that I created a zoom account and sent off to Aishwarya, so she can send them over in an email.

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THE STEPS WE TOOK

The process leading up to our preparation was a little difficult as due to the pandemic when able to meet in person to discuss our project. however, we overcame that by creating a group on Snapchat (a social media platform) where we discussed the duties and responsibilities each one of us will hold. In this group chat we made notes that we took during our module studies and presented ideas to progress through the teaching project. We even received formal assistance from our module leader where we held zoom meetings every week for four weeks and discussed our goal time frame would be. al module leader help create a timeline with each of our responsibilities up to date over those four weeks. She included information on what our outfits should look like when we are on camera, thus we chose colours to represent Kingston University. We also reached out to our course leader for approval on our marketing strategies which was accepted and posted on social media and also on our university page, so it was out there to the public and also all University students.
As mentioned before our classes are actually postponed due to me and Jess getting unwell. I unfortunately came down with covid a few days before I had to teach. this required a lot of communication between the three of us to figure out a game plan on how we were going to overcome this hurdle. We came up with an idea to repost an updated advertisement poster on our social media stating why the dates have been changed and when the dates have been changed to. Because of the change in dates, a few people did have to drop out as they were busy. As this was an independent project the roles and responsibilities were minimalised. Each week we took turns in writing and planning out individual timelines.

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HOW WE TAUGHT THE CLASSES

Prior to the classes we did plan for those four weeks and within those four weeks we gave each other those roles to work towards our teaching project. This class was a big learning point for me as I had never taught before let alone over zoom facing a lot more challenges. However, I didn't let this stop myself and continued to tell the students throughout the class that this was my first-time teaching for clarity. There is a quote I always like to keep in mind that is by Benjamin Franklin and he says:

“If you fail to plan, you are planning to fail”. leaving my laptop at work left me to do my teaching over the phone, restricting me to play the music (as it is a zoom feature which only works on laptops) therefore, I should have checked my music prior to the class. One of the biggest challenges I face during this class was the fact that I kept requesting the students to turn their camera on so I can successfully assess injuries and health and safety. I wasn't able to see the students’ alignments or if they were getting enough ventilation in the room, nor did the students make me aware of any injuries prior to learning the choreography. These circumstances limited me to properly assess safe practise. I should have kept in mind to prepare a longer warm up to make sure no injuries were occurred due to the no cameras being on, it was harder to know if students were correctly warmed up. I should have slowed down the teaching as it would have given the students the chance to pick up the choreography more effectively, especially as it is online and there is a lag online. However, throughout the class I did start to slow it down a lot more given the students the ability to understand the choreography a lot easier.

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As a group we came up with the idea to send out a questionnaire to our peers to complete and send back to us after attending one of the classes. at the end of each class, we asked everyone if they were happy to fill out a questionnaire for us and if they were, we would forward it via email. The questionnaire was prepared by Jess; however, no one completed the questionnaire, leaving me with no feedback from my peers and social media. We continue to have group tutorials after each class without more module leader discussing what went well, and what could have been improved. She even emailed detailed feedback on our individual teaching and discussed our goals for improvement.