Always Be Dancing Expressive Arts

Yoga and Flamenco for Every/body


Leave a comment

Mindful Book Reviews by Eve: Nutcracker Mice by Kristin Kladstrup; Illustrations by Brett Helquist

IMG_0548Just in time for the holiday season, comes a soon-to-be classic retelling of the Nutcracker. In this version, the mice live their animated lives right along side the humans at the Marinsky Theater, the historic theatre of opera and ballet in Saint Petersburg, Russia, living in the walls, scavenging for food and dancing ballet. Author Kristin Kladstrup has created an enchanting version of the Nutcracker from the mice’s point of view, bringing the mice to the forefront, and switching around the roles within the story so that mice are the heroes of main characters.

Fun mouse facts are included: Mice do not like peppermint. Mice have fun names such as: Herr Drosselmouse, Esmerelda and Maksim– so much fun to say out loud, as they tickle your tongue and your ear with the sounds of foreign lands. The accompanying drawings by Brett Helquist are wonderfully expressive and reminiscent of other children’s classics such as Charlotte’s Webb and Harriet The Spy0763685194.int.1

This is an instant holiday classic and with the included mouse-centric script at the back of the book, will be great for the young balletomane’s collection (I can imagine it being used by budding choreographers.)

Thank you to Candlewick Press for sending me a copy of this delightful book. All opinions expressed are my own.

Balletomane

Dimensional paper are by my mother, Amelia Robin Gloss of the  infanta from Pavo and The Princess by  Evaline Ness.

 

Advertisements


Leave a comment

Book Reviews by Eve: Boys Dancing by George Ancona & Tap Tap Boom Boom by Elizabeth Bluemle

Book Reviews by Eve: Two books from Candlewick Press that highlight dance and rhythm are Boys Dancing by George Ancona & Tap Tap Boom Boom by Elizabeth Bluemle.

IMG_9070Boys Dancing by George Ancona is the second book I know by the author, the first being ¡Olé! Flamenco, which is another great non-fiction book about dance. Both books include fun photo illustrations that really highlight the story. In Boys Dancing, I like the foot step pattern that leads you through the pages of the book. These kids faces really tell the whole story. They are so engaging and engaged. You can see form their faces their focus, determination and joy at dancing. The instructor is equally connected and together they learn about dancing with their bodies, minds and energies. This story shows the dedicated dancers and teachers and how a whole production comes together, from school gym to studio to stage. Dance is for boys. It is community building and the story shows how hard work is fun and rewarding. ¡Olé!

IMG_9068Tap Tap Boom Boom by Elizabeth Bluemle lives up to its name as a great choice of onomatopoeia for a rain storm. The delightful illustrations by G. Brian Karas are a cross between photo realism and sweet cartoonish images. The reader not only looks at the scenes, but also up and down and from within them. You feel like one of the pack of people escaping the rain storm! This is a very engaging and entertaining story that promotes community, friendship and the love of a good rain storm!

Thank you to Candlewick Press for sending me these books. All opinions are my own.


1 Comment

¡Olé Namaste!

IMG_7076

Pictured above from top left: Two students strike a pose, Hurley School, Boston; Eve Costarelli (AKA Eva Lorca); Students learning palmas at St. Stephens after-school program, Boston, MA; Visual representations of flamenco; Antonio Tiriti and Eve performing at the Natick Farmer’s Market; Students performing the story of Ferdinand The Bull; Eve teaching how braseo to students of St. Stephen’s after-school program, Boston, MA; Eve and some students. (Thank you to Celebrity Series and Robert Torres for the pictures of Eve and St. Stephen’s)

I am a flamenco dancer. Through this dance, I communicate my kinship to the gypsies, a group of wanderers/nomads/pilgrims who migrated from Northern India during the 8th and 9th centuries. One route that they took was through Saudi Arabia and Northern Africa, before arriving in Spain through the Straits of Gibraltar. These gypsies were comprised of expert metal workers, animal tenders and entertainers. They arrived in Spain when the country was controlled by the Moors (made up of Arabs, Syrians and Berbers). In Spain, the gypsies mixed freely amongst the veritable melting pot of cultures. In Andalucía, a region in Southern Spain known as the birth place of flamenco, the gypsies found a land that suited them and found a sense of connection with the people who lived there: the Jews, the Moors and the Spaniards. The gypsies absorbed the diverse cultures around them: the music of the Moors, the songs of the Sephardic Jews and the dances of the Spaniards and then coupled with their heritage from India, they transformed the music, song and dance into the art of flamenco.

GypsyRoute

My journey to become a flamenco dancer has been a deeply personal artistic pursuit. I have found that the greatest joy of flamenco is discovering my interpretation and style within the art form. As a flamenco dancer, I possess the capacity for self-controlled passion and emotional expression which becomes the underlying energy which motivates me to dance. This is my life force, my soul, my chi, my prana. Duende, the passion and inspiration within, is the heart of the flamenco artist. It is the transfer of emotions across space. It is the energetic imprint of the raw emotion released as a result of a performer’s intense emotional involvement with the music, song and dance. It is in the sum the energy the dancer takes from the earth, drawing it up through the soles of their feet. It travels through the body electrifying the the base, the core, the heart and shines forth through the crown of her head.

It is in this sensation filled space that I find the connection between flamenco and yoga. I speculate that the gypsies created the movements in flamenco directly in correlation to the yoga body. The energy centers, the chakras, directly speaking to the emotional output of the artist. I believe that the gypsies brought with them an underlying understanding of yoga and that this physical, emotional and spiritual connection to the body was then naturally incorporated into flamenco’s expression. It is fascinating to teach flamenco under the label of mindfulness. I incorporate it (plus a smattering of other rhythmic and contemplative movement forms) into all of my youth yoga classes. I find that flamenco is a perfect addition as its many benefits go hand-in-hand with the benefits of yoga.

Flamenco and Yoga both:

  • Stimulate memory, thinking and retention
  • Increase the ability to focus, listen, observe and absorb
  • Reduce Stress
  • Strengthen the heart muscle, both physically and emotionally
  • Increase positive energy
  • Develop balance, flexibility and coordination
  • Strengthen confidence, patience and risk taking skills
  • Build community
  • Deepen sense of self
  • Expand world view
  • Heighten happiness
  • Help you get in touch with your emotions and give you a safe outlet for their release
  • Cultivate accessibility, adaptability and inclusivity

When you want to plant a flower, you first need to till the soil, nourish it, plant the seeds, water it, and then sit back and wait to see the blossom….now in relation to the flamenco body. If you imagine that the soil line is at the hips, so your legs and your feet are the roots below the surface. The roots grow down and ground the dance to the earth. From the waist up is the blossom, growing from the soil line (which is your hips). This is the blossom. With good, strong roots, you then use the upper body to create the shapes and lines true to flamenco, building out of the hips and allowing the legs and feet to move separately.”

My favorite part about teaching is sharing my love of movement and making both the arts of flamenco and yoga accessible. Yoga is not one tangible thing. It is not movement; it is not breath; it is not meditation. What it is, is all of these things. Each of these elements leaves an energetic imprint, a vibrational frequency on the person, and that is the yoga. I love both yoga and flamenco in my life and I live to share them. With each personal exploration of my own energy’s movement, I teach. Yoga and flamenco are deeply connected to my soul, and I am constantly evolving. I choreograph the dance between effort and surrender. I find such joy in these sensations. All I want to do is to share them with my students.


Leave a comment

Book Review by Eve Costarelli: Thelma’s Tap Notes. A Step-by-Step Guide To Teaching Tap: Children’s Edition

Book Review by Eve Costarelli: Thelma’s Tap Notes. A Step-by-Step Guide To Teaching Tap: Children’s Edition by Thelma Goldberg 2013
Theme: Non-Fiction. Instructional Manual for teaching tap dance to children ages 6-12.
Guiding Principles: Release, Relax, Rhythmic Progressions and Full Bodied Rhythm-Making (TM)

My dear friend, Thelma Goldberg, sent me a copy of her newly self-published book Thelma’s Tap Notes. A Step-by-Step Guide to Teaching Tap: Children’s Edition. This is a beautifully laid out manual and I love the catchy and useful sticky note style highlights throughout the book (I also received an accompanying sticky “Tap Notes” pad-which made it very easy for me to jot down my own notes as I went along the book.) Right from the very beginning, Thelma lays out exactly what her approach is to teaching tap to children ages 6-12 and she methodically breaks down her methods level-by-level.
I appreciate how Thelma refers to herself as a student as well as a teacher. I have had the pleasure of taking classes with Thelma, so I know first hand what a dedicated and enthusiastic student she is. I also have seen a number of her studios productions over the years and can equally say she is a committed, passionate teacher, choreographer and leader. Because of this, I can say that Thelma is deeply rooted and she never stops growing!
Thelma’s Tap Notes is guided by four principles: Release, Relax, Rhythmic Progressions and Full Bodied Rhythm-Making (TM). In the first part of the book, Levels, each age group: 6 & 7, 7 & 8, 8 & 9, 9-11, 10-12 is broken down into goals, review, musical rhythms, class outline, next step, combos, choreography ideas and improvisation activities. The second part of the book, Series, brings in more tap series needed for the growing dancer: Rudiment Series (courtesy of the Condos Brothers)-basically the ABC’s of tap dance; Double Heel Series-to execute clear and specific single sound movements; Shuffle Series-to get loose and increase crispness of sound; Slap and Flap Series-do I hear a challenge??; Paddle and Roll Series-a very advanced series needed for really good technique; Spank Series-to embody the principle of release; and Time Step Series-a series that spans classical steps through present day creations. Thelma gets into the nitty-gritty needed to develop dancers feet, musicality and expression. The closing of the manual brings in various tap dancers biographies, tying the deep seated tradition of jazz tap to its modernity. Thelma has created not only a clear, accessible teacher’s guide but a great reference manual for avid students and seasoned teachers. To note, I too am a children’s dance teacher (flamenco, tap and yoga), and I found that this guide will be a great addition to my practices of teaching-especially in helping me to lay down my own step-by-step approach. Bravo Thelma! Encore!
Thelma adds: I invite you and others to send me questions and comments so that I can continue to clarify my method in a way that helps other teachers understand my suggestions. Video support will be coming slowly to the website Thelma’s Tap Notes to demonstrate the ‘series’ exercises that are at the core of my approach.

Buy The Book Here


Leave a comment

Dance In The Schools 2016: Baldwin School Wrap-Up

Cue in Dance In The Schools 2016!

I had the ultimate pleasure of working again with the Maria Baldwin School in Cambridge for this year’s Dance In The Schools Month. I began forging a relationship with the second grade teacher’s 6 years ago and it only keeps getting better each year I go back. This year I had the extra enjoyment of bringing not only my yoga program but I also brought flamenco to the music classes. Together these two classes make up the basis for Always Be Dancing Mindful Movement. This opened up a whole new angle to me for bringing mindfulness into this school. Pairing me up with the music teacher only enriched my musical knowledge, so it was truly a win-win situation for all! The second graders received a veritable cornucopia of mindfulness through dancing, Yoga posing, breathing, and meditating.The positive responses I gathered from the students and the teachers were full of positive remarks and full of enjoyment.

Please comment on what worked regarding the content of this program, e.g., use of theme, connection of movement/dance to curriculum, etc. Did you or the Classroom Teacher notice any changes in any of the students’ behavior, focus, ability to do whatever you were teaching? Please describe if possible.

The kids were all so connected to learning-it is a great environment. The staff and kids are very engaged and even the few children who are on the spectrum or emotionally developing interact with the group and learn alongside their peers. I often work with special needs and other high risk populations and I have developed a compassionate and effective way of bringing what I am teaching to these groups. I appreciated that every student tried what I offered to them. The music students learned about the history of flamenco and the gypsies, styles of flamenco, the emotional content of flamenco, the art of clapping, singing, dancing rhythmically and also rhythmic footwork.  In yoga, we used the basics of yoga, breath-work, poses and meditation, to reinforce emotional control. In the end, they students created a book for me which reinforced their engagement with both my yoga and flamenco classes.

Did you share any materials, resources, music, ideas, props with the Classroom Teacher so they could continue after your last session? If so, what?

MUSIC: I sent a musical link and we made a video of our dance. I also created a special document that gave the history of flamenco and wrote out a simplified version of the choreography for reference.

Here is the document I created for music: https://docs.google.com/document/d/1gpZnnLeYRu33aZqIooSvV5tm7mTxjAdOMu_qOCr_HEo/edit?usp=sharing

YOGA: https://docs.google.com/document/d/1IKRDDtAAfwcO4vL3EmU381SCi8YEGRAY0g2X2FOlk0o/edit?usp=sharing

Describe the nature of your collaboration with your Classroom Teacher – before your sessions (interaction with teacher, co–planning of materials, other), during your sessions (co-teaching, assessing the process, altering plans), after you finished (examples of follow-up lessons created by you and/or the Classroom Teacher, other)

MUSIC: After reaching out to the music teacher, he sent me some ideas for how we could collaborate his music and my dance class, which really helped me to mold my program.

We came up with:

*Phrase *Form *Different rhythmic values *Dynamics (volume) *Improvisation/Composition

 We worked with each throughout the classes, him adding in his teaching methodology (using the Takadimi system) which opened my eyes to new ways of being able to teach ideas and my own creative style of teaching which only enhanced his system. 

YOGA: I was in contact with the two second grade teachers prior to my visit. They asked me to work with their students on  Socio-Emotional learning and the executive functions, to enable a string and fruitful learning environment for all. I mapped out 4 programs that I would use as the basis of the 4 sessions.

Eve’s Awesome Yoga Day one was about using yoga to calm the body, mind and energy and playing with the differences between silence and non-silence, which can mean vocally, mentally and physically. Here I also taught about the brain and the concept of neuro-plasticity; Day two,  healthy eating; Day three, Rhythm and movement; Day four, Cooperation. 

Do you feel/think you were effective? Why/why not? What did you learn? What challenges did you face? (This is a food for thought question, not judging or criticizing you.

MUSIC: This was extremely effective. Every time I came into the room, the kids all brightened up and beamed, totally ready to dance/do yoga. I could see in their faces their joy! I loved learning about Takadimi as it brings in a Kathak element to my Flamenco teaching, as Kathak is seen as one of the roots of Flamenco.

YOGA: The kids learn in a very short amount of time about how they can control their brains, that brains change, how to be strong, focused and self-effective. How to work by themselves and cooperate in a group. How to be still and to move; to be quiet and loud; to be fast and slow. They learn about emotional control and how they can learn in a different environment than they are usually presented with.


Leave a comment

Book Review: Stomp The Ground Build A Home by Susan Daniel Fayad

1495186407

Book Review: Stomp The ground Build A Home by Susan Daniel Fayad with Illustrations by Jayamini Attanayake

This book is a beautiful representation of the intangible cultural heritage inherent to Lebanon in the form of the dance, the dabke. Through bright, exciting illustrations and positive affirmations, this book teaches you to love yourself, to love your community and to be proud of your roots. I appreciate so much the showing of how an extended family takes care to raise the children and how the wisdom of elders can be made into the future. We can all learn something from the beautiful message of compassion and love.  “Al-Awneh,” (let’s go and help)- we can all learn to dance the dabke!

How To Dabke

Full Disclosure: The author provided me with a copy of Stomp The Ground Build A Home to review. All opinions expressed are my own.

 


3 Comments

Eve’s Awesome Yoga comes to Mini Miracles Child Care Center, Framingham, MA

I was so happy with the successful launch of Always Be Dancing Mindful Movement at Mini Miracles Child Care Center, Natick. The students range from 15 month to 5.5 years and I was immediately charmed by each and everyone of them. The support staff is awesome. They are engaged and engaging as are the kids. I feel so fortunate to be creating this partnership with Mini Miracles Child Care Center and RCS Learning Center. I look forward to cultivating this wonderful friendship!

The launch of the Little Yogi Yoga program had us learning the differences between relaxed and active states in our breath, bodies and minds through songs, games, stories, dancing, moving and sitting still.

Things we learned (note: this is a grouping of all the things we did, through the breadth of all the classes. Everything was offered in an age appropriate manner. All concepts and exercises fit each age group. Modifications were applied) :

The Chimepp347: Ring the chime and still and quiet with listening ears, to hear the reverberation, the echo, of the bell and just breath. We don’t even have to think of how to breath, because we all breath naturally. We are breathing and we are alive. But now I am asking you to really notice that you breathing. Think about breathing in, filling yourself up like a balloon, and feel yourself breathing out, feeling relaxed, and calm and focused. Let students try ringing the chime. One of the things often noted was how surprised the kids were at how heavy the chimes are.

Hoberman Sphere: This is a specialty item. It is an isokinetic structure that resembles a geodesic dome but is capable of folding down to a fraction of its normal size by the scissor-like action of its joints (the geodesic dome was created by Buckminster Fuller and I had the ultimate enjoyment of having one in my bedroom while I was growing up. All I had in my room was a bed, a bureau, a blackboard, a wooden stove and sink and the while center of the room was taken up by a wooden geodesic dome, with a rope and a circular wooden swing strung down the center on which I could swing round and round inside the arc of the jungle gym. We used to cover the whole thing with blankets and pretend it was a cave). It resembles the action of the belly in deep belly breathing, a very calming and relaxing way to breath. Inhale as you gently expand the sphere, exhale as you gently descend the sphere. Let the kids open and close once and then pass to the next person. Reminding them that it is a gently toy and that we want to breath slowly like a turtle.

Deep Belly Breathing: Place your hands on your belly. Breath in: Feel how your belly fills up like a beabdominal-breathingach ball; breath out, feel your belly soften. Gently close your eyes. I will add next time, having the kids lie down and place a bean bag on their belly and have them lift and drop it along with their breath. This can also be done with a rubber duck, and they can pretend it is riding the waves.

Blowing Pom-Poms: At first I tried this with small straws, but I found them to be a distraction. We just lay on our bellies and blew on the pom-poms (each student had their own), trying to send them sailing across the floor. Lots of laughs, slithering, crawling, breathing going on!

Fly Like a Butterfly: Butterfly Pose with song & movements. color-3B-butterfly%2872%29[1]

Yogini Went To Sea: Tapping energy points on the forehead, arm, knee, belly and coordinating them all.

Clapping Name Game: Opening circle game that uses rhythm, counting, patterning, sequencing, socializing within a group, taking turns, listening, and creative thinking. Clap the number of syllables in my name, each child’s name and any support staff present. Help the children count how many syllables in their won name. At the end of class ask, who had the least? The most? What one was most common?

I Am Happy Meditation: Sitting, criss-cross yoga sauce. Pointer fingers stretched out and using thumb to hold other fingers curled
I am happy; I am good. I am happy; I am good (Shake pointer fingers)
A-E-I-O (finger tips together at the belly button) ; A-E-I-O (finger tips together by the heart) ; A-E-I-O (finger tips together by the forehead); U (hands reaching up to sky).
Ha-ha-ha-ha (finger tips together by the forehead) ; He-he-he-he (finger tips together by the heart) ; Ho-ho-ho-ho (finger together at the belly button) ;Hooooooo (pronounced “who” hands reaching our by the knees). I have finger tips join as a brain gym activity.

Little White DLittle-White-Duck-9780316733977uck song & movements: Rendering of the version that Raffi sings, along with the board book. As we read, we added movements to the story.

Pose Series: **The accompanying yoga cards are from the Yoga Education Resources: Creative Yoga Games sets 1 & 2, by Edna Reinhardt 

Final Rest Pose: This is the classic last pose of every yoga class. The idea is to lie perfectly still, legs slightly apart, feet dropping open, arms slightly away from the body, palms facing up the ceiling. You then follow the breath in and out for anywhere from 1 minute up to…..well in a “perfect” world that is what rest pose looks like, but that is not the reality of a children’s class. I gently remind stillness, focus, calmness, relaxation….

Namaste: Thank you!

Eve