Justin Colón Interviews Connie Dow

Hello Spring!

For today's blog, I am posting an interview by Justin Colón that is a conversation about writing and dance:

I’m excited to welcome to the blog this week, author Connie Bergstein Dow!

Interview with Connie Dow

I’m excited to welcome to the blog this week, author Connie Bergstein Dow!

About Connie:

Connie grew up in Cincinnati and took her first dance class at age four.  She went to Denison University, and received her MFA in Dance from the University of Michigan. She had a professional performing career in contemporary dance and ballet for twelve years, which took her from Michigan (Harbinger Dance Company), to Venezuela (Macrodanza), Guatemala (Ballet Nacional de Guatemala) and finally back to Cincinnati (Contemporary Dance Theater). She has taught dance in colleges, conservatories, studios, and public and private schools; she has taught students who are having their first dance experience at three years old, senior citizens in wheelchairs, and every age in between. Five years ago, she founded a dance program called Healing Through Movement at a safe shelter for trafficked women.

Connie writes books and articles about dance and movement, including the picture book From A to Z with Energy! (Free Spirit Publishing, 2019). She has written two books for teachers, Dance, Turn, Hop, Learn! Enriching Movement Activities for Preschoolers, (Redleaf Press, 2006), and One, Two, What Can I Do? Dance and Music for the Whole Day (Redleaf Press, 2011). She also writes articles for magazines and journals, and verses for Highlights magazines.

She shares her passion for dance by writing, teaching, visiting schools and libraries, and offering movement workshops to early childhood professionals. She believes that dance and the other arts are essential and transformational forces in our lives.

Please tell us a bit about your debut picture book, FROM A to Z WITH ENERGY: 26 WAYS TO MOVE AND PLAY. 

This is my first picture book. In my long career as a dance teacher, I have often used stories, poems, and verses as inspiration in my dance classes for young children. I have written two books for teachers about bringing movement opportunities to young children. I wanted to write a picture book that speaks directly to the preschool-aged set. This book is a playful way to inspire children to be healthy and active.  And for the adults who are reading along with them, there is a guide in the back about movement, with ideas for ten simple activities to enhance the enjoyment of the story, while addressing early literacy concepts through movement.

Who might this story appeal to? 

The story is written with the preschool set in mind, in that it is about what children love to do every day — move and play. Each letter of the alphabet shows children participating in a different activity. I also used rhyme and rhythm, which makes it a good read-aloud and inspires the readers to move along with the words and illustrations.  It appeals to adults who want to try simple movement activities with children.

What about bringing movement and play to the picture book format, specifically for an alphabet book, resonated with you? 

I am passionate about bringing awareness of the benefits of movement to the forefront, as research continues to show the connection between moving and the brain, as well as countless other benefits. I am always on the lookout for venues to bring this message to teachers and parents.  Alphabet books are a fun and accessible learning opportunity, but a layered alphabet book with other positive messages is even better.

I visited your website, movingislearning, and was instantly greeted by all these amazing images and fun stories of you instructing, dancing, and choreographing. Please tell us more about your background! 

I feel fortunate to have had a  long career in dance. You may know that a dancer’s performing life is comparable to that of a football player’s. By about 35 (there are exceptions, of course), the rigors of staying in performing shape — taking class and dancing all day — catch up with your body. Also, for women, our childbearing years are in that small window (I have three children), so I am grateful that I could dance professionally until my mid-thirties, both in the US and Latin America. I had also been teaching dance since I graduated from college, so I continued teaching children and adults. I have planned or helped with many community dance events, and I also speak and give movement workshops at early childhood conferences.

I love the creative aspect of our art form, and found I was gravitating more and more toward teaching younger children. This led to writing my two books for teachers about creative movement, and particularly how to integrate it into the daily lives of children, including into the classroom. I then began writing picture books and verses so that I could write directly for the 3-6 age group.

To backtrack a bit, what is the meaning behind ‘moving is learning’? 

The more I have danced,  and the more I have written about, read the research, and analyzed the benefits of movement, I have realized that there are learning opportunities for everyone who dances. (I use the terms “movement” and “dance” interchangeably, as I am referring to the art of movement, which is dance). There are physical benefits, benefits for the brain, the nurturing of social-emotional learning skills, creativity, and the possibility of teaching virtually any subject through movement.   Here are some of the things going on in our body and brain when we dance:

What are the basic steps?  What do your arms do, your head, your torso?  Where do you go — right, left, forward, back, diagonal circle, stand in one place, etc.?  How does this change as the dance progresses?  Sequence: What comes next?  What are the counts?  Regular, irregular, repeating?  If there is accompaniment, how do the steps fit with the music or the beat?  What is the overall floor pattern?  Does it repeat, does it have variations?

What is the formation with other dancers?  A line, circle, face to face, partners, holding hands, etc.? How does that change as the dance progresses? And that is not all! You can see the many opportunities for learning, even when you are doing a very simple, basic dance.

movingislearning.com features a poster with ‘Moving is Learning! Bringing Dance to the Lives of Young Children’ on it. What captured it most about it was the children featured on it, clearly from different backgrounds with different experiences, but all connecting and sharing experiences through movement. Would you tell us more about that.

I’m happy to hear you like that delightful poster! It was created by the folks at Free Spirit, using Gareth Llewhellin’s beautiful illustrations from the book.  [I will attach a copy of it. Free Spirit asked that if you use it, to please link the image back to the book page for From A to Z with Energy! freespirit.com/early-childhood/from-a-to-z-with-energy-connie-bergstein-dow-gareth-llewhellin]

What was the timeline like for FROM A to Z with energy, from your inception of the idea to publication?  

I had written a poem about being active that was four stanzas long, for the letters A through D, with the idea of submitting it to Highlights.  While I was editing it, I thought about expanding it. That led me to a lot more ideas:  E is for the Energy you need to run and play!  F is for the fun you’ll have while moving every day! and before I knew it, I had what I thought could be a picture book manuscript.

I started researching publishers that might be interested in a story that would inspire children to be active. In addition to the other benefits I have already mentioned, dance also addresses many social-emotional learning (SEL) concepts, such as problem-solving, body awareness, impulse control, and creativity.  I came across Free Spirit Publishing and submitted to them. They were interested in the ways I tied dance/movement activities to SEL and also early literacy skills.

I had submitted to them in October, 2016, they contacted me about two months later, and by the time we had a contract, it was a little under two years to publication.

Who were the team members you worked with on it and what was the process like collaborating with them?  

It has been a pleasure to work with the whole team at Free Spirit.  They ushered the book through the editing, chose a fantastic illustrator (Gareth Llewhellin, who added so much to the book with his bright, lively, energetic and inclusive illustrations), and also guided me through the release and publicity process. I am enjoying working with them again on my second picture book.

What about writing this story in rhyme appealed to you? 

I think it must be my dance and musical training that have made writing in rhyme something that I really enjoy.  Rhyme’s core premise is really about rhythm, and of course, rhythm drives music and also many types of dance. An underpinning of rhyme, especially in this type of concept book, gives the story a lilting framework that appeals to children.

The rhyme and meter quite literally keep this story moving. Was that a conscious decision from the start? 

That is what I was hoping!  Yes, it was a conscious decision.  When I decided to write a verse that ties the alphabet with movement, I thought that the story should have a rhythm  and beat that is reminiscent of music. That way the story has a built-in accompaniment; the rhythm of the story and the words and images of movement are like dancing to music!

I read over at Lydia Lukidis’s blog (lydialukidis.wordpress.com/2019/06/27/q-a-with-author-connie-dow-plus-giveaway/) that at the end of the book you provide ideas for “integrating movement into the classroom, the books also includes information about the benefits of movement, ideas for classroom management, and modifying movement to include all children in the activities.” Do you perceive those to be gaps that exist within early childhood environments such as schools? And if so, was filling them a conscious mission of this story?

Oh, yes. I am driven by a passion to offer movement opportunities to children.  I think it is important that we remember that children’s work is play, and creative dance is playful and fun.  Also, it seems that teachers feel more comfortable with art, music, and drama, but are somewhat intimidated by movement. I understand this. They might have an image in their head about children running in all directions and creating a chaotic situation. But the wonderful thing about movement, that I always stress, is that not only can it be a fun learning environment for children, it is also a gift to teachers, in that guided movement activities can actually aid in classroom management. During creative movement, children learn body awareness, including regulating their speed, changing direction, and stopping and starting. They learn about personal space vs. shared space, and how to respect other children moving in the space with them. They learn about taking turns, individual and group problem solving, and using the medium of movement to look at problems in new ways. I tell teachers that guided movement activities, with built-in boundaries and guidelines, are a win-win for both teachers and students. The suggestions in the back for enhancing the reading of the story was a way to extend its use and enjoyment, and to offer more learning opportunities for young children.

Have your own suggested ideas mentioned above influenced how you present your book signings and/or engage with young readers? 

Definitely. When presenting my book to parents, teachers, and young children, I use lots of movement. I usually start out by saying that we are going to read, and we are also going to dance. I do a playful warm up, and often use the alphabet as a framework. For example I might say, A is for arms.  How many ways can you move your arms?  B is for bounce — bend your knees and bounce slowly, then keep bouncing all the way to jumping. C is for Cat. Can you move like a cat? . . . O is for opposite.  Does anyone know what the word opposite means? A lot of little ones don’t know, so they learn what it means through movement (moving is learning!): Can you march slowly, then quickly?  Can you reach up, then down to the floor?  Can you walk quietly, then very loudly?  Can you make a straight shape like a pencil, then a twisty shape like a pretzel? Can you show me how you move when you’re tired, and when you are energetic? Once we have done these activities for a while, I read the story, and then finish with some more movement games.

I end the session with a quiet finish, to bring the energy level down, as I do for almost all of my creative dance activities.

Do you have any movement tips, tricks, techniques for writers who spend hundreds and thousands of hours sitting stationary as they write?

I can tell you some of the ones I use!  Sitting at a desk is a good time to work on posture. I try to sit centered and straight, not leaning to one side or another, with my shoulders down, my neck lengthened, and not slouching with my head forward. In addition to thinking about posture during writing time, it is really important to take breaks at least once an hour.  Walk around, stretch, or do some of your daily exercise routines in between long stretches of writing.

Is there anything you’re currently working on and would like to share with us?

I am currently working on two projects.  I am excited to share that I am writing a second picture book about movement for Free Spirit. It has an innovative format for offering movement activities. I am enjoying the challenge of the creative process in developing it with the folks at Free Spirit.

The other is a story that came to me through a friend. It is the true story of a border-collie mix, LouLou, who was born in France and adopted by my friend’s son when he was volunteering for WOOF. LouLou has had a long journey, but she is now at her forever home in Indiana, where she is a therapy dog and a CASA (Court-Appointed Special Advocate) for the courts.  She is the first dog in Southeast Indiana to receive this designation and be sworn in at a courthouse. It is a wonderful story, and LouLou continues to do lots of good work today for both children and adults. I am submitting this story now and have my fingers crossed.

WILDCARD QUESTIONS:

What’s your favorite style of dance? 

I am reminded of my son’s violin teacher who was a member of the Cincinnati Symphony Orchestra.  I asked him his favorite piece of music, and his answer was “whatever I am playing.”  His point is well taken.  I love to dance, watch dance, make dance, teach dance, any kind of dance!

But, I would have to say that contemporary dance is my favorite. Classical ballet and contemporary dance have been slowly blending together over the years, taking the best parts of each style, and the result is strong, gorgeous dancers trained in both disciplines. This mixing has also resulted in beautiful choreography, which celebrates both classical ballet and contemporary dance, and this type of dance is present today in the repertory of both contemporary and ballet companies.

If you could partner up with any dancer, living or dead, for one performance, who would you choose and why? 

It would have to be Merce Cunningham. While I was growing up and discovering contemporary dance, he was already a towering figure in the dance world. I had the opportunity to train on and off (sometimes he taught the classes himself) at his NYC studio. His contribution to the field of dance is hard to quantify. He basically separated dance from the constraints that music can put on it, which freed dance to stand on its own. It didn’t have to  have counts or follow a musical score. It didn’t have to be “about” something, other than the choreography, the space, and the dancers. I think he enabled us to look at and value dance in a new way.

Thanks for your time, Connie!

Thank you, Justin!

Reader, you can check out FROM A TO Z WITH ENERGY! By visiting any of the following links:

movingislearning.com/works.htm
kidcareapproved.com/new-book-6/
nationalautismresources.com/from-a-to-z-with-energy/
susannahill.com/2019/04/26/perfect-picture-book-friday-from-a-to-z-with-energy/
https://kadn.com/kidlit-pick-author-aly-and-guest-everyday-elise/

Keep on dancing,

Connie
www.movingislearning.com

Moving is Learning!

Small Magnet Boards (and More!)

It's Scott from Brick by Brick. I love to repurpose materials—use materials in ways different from their intended purpose.

Have you ever purchased something "just because"? Several years ago we were in a large discount store, just browsing. Browsing is usually when I get into trouble, financially that is. 

We found some white square burner covers. (Do you know burner covers? They are made to cover the burners on a stovetop to keep them clean and protected. Or something like that.) Well, I saw them and I knew we needed to have them. We purchased them. I didn't have a plan for them but I knew they could be useful in the classroom. (Our burners did not need covering!)

And use them we do. Most often we use them as magnet boards. I've written about our large magnet board (the oil drip pan). But we like using these boards because they are small and can be easily used on a table top. (Make sure the burner covers are metal for this!) 

We use them with our magnet letters.

And magnet shapes.

And even with face pieces. To make your own face pieces, cut eyes, noses, and mouths from magazine faces; glue the pieces on heavy paper; attach magnets to the backs. Or you can draw eyes, noses, and mouths on heavy paper, cut apart, and add magnets. Our kids enjoy using these to make silly faces on the magnet boards.

But these burner covers can also be used as dry erase boards. We pull them out when we need additional boards for kids to use. (Other ideas for dry erase boards)

And, since the burner covers have a lip so they can fit over the burners, they make great shallow trays. Flip them upside down to hold counters, art supplies, or just about anything.

I'm sure we could add these to the dramatic play kitchen and the kids would use them in all kinds of ways. Or place with the blocks for building. Or tap on a burner cover with a pencil or spoon as a rhythm instrument.

These are great repurpose items. What are your ideas for using them?

The Wonderful World of WORDS!

When you were younger, did you ever cut out letters or words from magazines to "write" a note to a friend? I used to do it all the time! It was one of my favorite things to do! 


These kind of notes were the BEST! 
  

Which brings me to my next question:

 Have you ever read the book Max's Words by Kate Banks?? If not you MUST!!  There are endless options for extension activities for ANY GRADE! Below, I will share one that I did with my kindergarteners! 

In the story, Max's brothers collect stamps and coins. Max wants a collection of his own, so he decides to start collecting words. He notices that when his brothers rearrange their collections, they still are the same, but when he rearranges his words, it makes can make a big difference. Max then starts to build a story with his words. 

I have always wanted to do an extension activity with this book but just never took the time until this year! One of the teachers on my team and I decided to have our kiddos build their own story using words! Below, I will share with you a snapshot of our FIVE DAY lesson plans for Max's Words. This plan can be done with a whole class or in smaller groups. It works better with a smaller group (one of our groups had 13 and the other group had 17 students).

Day One: 
(Before day one, make sure you have cut out a collection of your own words from magazines, newspapers or other media and have them in a bag/folder ready to share on day one)
Pre-Reading:
Discussion what a collection is.
Does anyone have a collection? I so, what do they collect?
Why is the collection important to them?

Read: Max's Words

Post-Reading:
What problem did Max have in the story?
What did Max collect? Why?
How was his collection different from his brothers' collections?
Share your collection of words with the class. (I kept my collection of words in the pocket chart for students to manipulate and build sentences/stories during their choice/center time)  
 
 Day Two:  Build a Story
Remind students that stories have

• a beginning, middle and end.
•  characters
• setting

Have students come up with a topic to write about giving them the starter: Once upon a time...
Each student will come up with a sentence to help tell the story. Remind them that the story needs to flow...what happened first, then, next...
As each student adds to the story, write their sentence down. (you type it, write it on a sentence strip, or on chart paper)
Read the class story to students.

Day Three: 
Re-read class made story
Give students their sentence and have them write it and illustrate it using pencil (remind students to use detail in their illustrations). 
Teacher will send home a note and a baggie with each student explaining the activity and that students will need to cut out the words for their sentence.


Day Four:
Re-read class story
Students edit their writing and/or illustrations 
Make final copies and color their pictures.
Glue their cut up words on the top of their page.  
(Prep for Day 5: Design a cover, assemble pages in the correct order and make a copy of the book for each student)


Day Five: Share Day!!!!!
Students practice reading their book
Share with friends in other groups!
(since one of the teachers on my team and I both did this activity, we were able to combine our groups and share our stories in groups of 2 or 3 students.) 

And there you have it! This is just ONE of many extension activities that can be done with this book but it is one that we had LOADS of fun with!  Below are some pictures! 

 

 

If you would like a template for the writing page and the family letters click HERE!

Free Writing Journals

That's right!  If you are looking for a journal to use for your kinders then this is the post for you!

I made this set last year because I always have such a hard time finding just the basic things online.  This year I went back and added a SUPER CUTE Melonheadz front and back cover.  I print those on card stock and just staple.  

This year I only did enough pages to get through until Christmas.  I find that with my Seat Sacks the covers get crinkled and bent a lot quicker than storing them in baskets or bins.  

Here are some other great fun writing activities you will also like!

This or That Writing Prompts.  I get really annoyed when students spend their ENTIRE writing block just perfecting a picture.  Yes there is value in drawing, loads of it, but they also need to write.  So I made these fun writing prompts to glue into the journals above!   Students can pick one (or both) pictures to glue into their journal.  They can add more detail to the picture and color them in.  This not only cuts the amount of time they are doing on the picture but also guides their topic to better fit the instruction!  I spiral these into my journals so they get a balance of more directed writing time and free writing! 

And my spelling program will also greatly help with journals!  I don't start this right away because they are so young when we get them.  

Simple Summer Literacy Activities to Help Children Prepare For Kindergarten

Hello again from Ayn at little illuminations!  

We've just ended our school year and summer has officially begun! In the last couple of weeks of school, I hold parent teacher conferences and one question seems on the top of the parents' list: "What can we do over the summer to help prepare my child for kindergarten?" Often parents want to know about workbooks or websites that they can use to help ready their child for kindergarten in the fall. Workbooks and websites are NOT the answer to kindergarten readiness---hands on learning is!!!

There are some very simple things that can be done via play to help your child get ready. 

Go Outside and Write!  

    Use sidewalk chalk or write in the dirt or sand with sticks. Practice letter formation or spelling simple sight words, depending on your child's current literacy level. 

Make letters or shapes in sand or shaving cream or with objects, or even with their bodies!

Go outside and READ!!! Take a blanket or a chair and a few books with you when you go out to play. Need a little rest from running around? Read a book for a few minutes!There is no rule that says you have to stay inside to read. (Some of my best reading is done at the beach!)

Read books together! 

   Take turns reading familiar stories. After you've read the book to your child, have them "read" to you, using the illustrations as a guide for the story. Don't worry that your child is not actually "reading" the words yet. This is a great first step in early literacy.

Draw a picture and dictate a story, retell a familiar tale or write a letter to your favorite storybook character! 

Visit the library! 

    Libraries frequently have summer story hours and activities. Plus, in this Google/Wikipedia world we live in, it is so easy to run to the internet to find answers. It is never too early to learn to use the library! The earlier children become acquainted with the library, the easier it will be for them to use the amenities later on, when researching.

Do an author/illustrator study! 

  Find an author or illustrator that your child enjoys and explore several of their works. Talk about similarities and differences. Draw a picture that is in the same style as the books you've chosen. After reading the "Don't Let the Pigeon Drive The Bus" series by Mo Willems, one of the kids drew several pictures of the pigeon with crayons, just like in the books. (This one is a pictorial representation of "The Pigeon Wants A Puppy".)

During a Dr. Seuss study, several child drew or made Seussical creatures, often with rhyming names.

While reading Joy Cowley's "Mrs. Wishy-Washy" books, several of the children put on farm animal puppet shows.

Practice measurement skills by cooking! Children love to participate in cooking experiences.  Have them help read the recipe. Get them measuring and pouring! For even more fun, have them dictate the recipe you used after cooking!

All of the above activity ideas are appropriate or adaptable for the early grades, as well as kindergarten age kids. I hope these tips help you to have a fun, active, and productive summer with your young child! Look for a post soon on little illuminations sharing more kindergarten readiness activities in math and science! 

If your family is traveling this summer and you need some good activities for traveling, be sure to check out my post from last summer: Travel Activities.

Stop by and visit me anytime at littleilluminations.blogspot.com or visit the little illuminations fanpage on facebook! And be sure to check out PreK+K Sharing EEE!

 

Meet the Beezy Teacher from Germany

Who am I? I'm 'THE BEEZY TEACHER'

     This “Beezy” teacher has been teaching for 34 years.  Starting her teaching career working as a Special Education teacher for the Austin Independent School District in Austin Texas, she decided to accept a teaching position working for the Department of Defense Dependent Schools Overseas.  

After ten years in Austin, she decided to experience life in another country.  She accepted the challenge of teaching overseas and enjoy the cultural experiences.  She landed her first assignment working in Germany as an elementary teacher at a school for the dependent children of U.S. soldiers stationed in Germany.  After several years of teaching Preschool Children with Disabilities, she became a Kindergarten teacher and continues in this teaching capacity today.

“Teaching in Germany has been challenging.  Unlike my counterparts in the U.S., we are in many ways isolated from the cutting edge changes in education and continuing education.  I miss not being able to attend educational conferences and workshops but this is offset by the incredible cultural experiences we are able to offer our students while are living in Germany.  

I have walked through the streets of many cultural cities and have experienced many historical events such as the fall of the Berlin Wall.  It was a changing experience to teach in a foreign country where teaching supplies are not easily accessible. The lack of access to materials led me to create a lot of my own materials that followed the DoDDS standards, yet were fun and creative.  I am able to try out the new products and share with my colleagues.  I have been blessed for living a wonderful life away from home but I look forward to returning home to the good US of A.”

Although my Master’s degree is in the field of Educational Administration, the Beezy teacher has never felt the need or desire to work in administration but has enjoyed working directly with children.

It's a great experience to join the collaboration here at PreK+K Sharing. I'm excited to offer my European experience teaching Kindergarten to all the readers of this collaborative effort spotlighting excellence in education around the world. Next month I'll give you a tour of my classroom. 

It is also exciting to join the Early Education Emporium and have the opportunity to spotlight my 'products' under the big umbrella, alongside all of the other great contributors here. Follow this link to see my eleven products. Be sure and check carefully, through my store, because three of my products are offered to you for FREE(!!!) In an effort to introduce you to my work. Until next month! 

-- Beezy --