Essay about dance class reflection
792 WordsNov 20th, 20134 Pages
Dance Class Reflection
Over the course of the semester, I have learned about different types of dances including hip hop, dance hall, and contemporary, Bhangra, street jazz, Latin, zumba and more. In the beginning, I believed that I danced well and dance was easy to do but once I figured out how much effort, practice, coordination, and preparation for a dance, I thought differently. Dance is all about expressing your emotions by using your body, having fun, gaining strength in my muscles and developing a balance not only for dance purposes but for my inner self. I learned that dance is more complex than I believe. There were elements I should consider in my movements like posture, timing, poise, musicality and expression, presentation,…show more content…
I really loved doing group dances because it got a chance for me to understand my classmates a lot more. For the flash mob, I really felt like we finally connected and worked together as a group because I believed the Bhangra show was disastrous because no one was working together, everyone skipped classes, they didn’t take it seriously but in the flash mob, everyone worked together to practice the dancing, put our full ability into the movement and we successfully entertained our crowd.
I’d like to focus a lot more on dancing instead of warm-ups and workouts. Although dancing requires a lot of working out, I believe that our ISU should have focused on dancing as it is a dance class. I thought the ISU was going to be choreographing your own dance or learning a dance on YouTube and performing the dance to the class where we can be critiqued on dance criteria. When I found out that we’re doing a warm-up for a big portion of the dance ISU, I felt disappointed because I really wanted to show my dancing creativity and culture to the class that they haven’t seen. I found that since we were limited to equipment like, getting hooked up to the internet to watch dance videos, we were unable to really extend our knowledge in dance which was unfortunate.
I believed I did pretty well over the course. I didn’t want to slack in the course to be honest. I felt like I was influenced by other classmates and I guess I should have stopped it
In general, readers (or listeners) remember your Introduction and your Conclusion much longer than they remember the points developed in the Body of your essay (or speech). They remember the Introduction because that is what first caught their attention; they remember your Conclusion because that is the last thing they read (or heard).
Conclusions, then, are important. For most essays or speeches, an effective conclusion performs at least three functions:
- It provides a summary of your major points (thus reinforcing them in your audience’s memory).
- It provides a sense of closure (the essay or speech feels as though it is finished). A reference to something from the Introduction often provides this sense of closure, giving a sense of things coming full circle.
- It provides a "discovery" for the reader by making explicit some idea that has been implicit throughout the essay. This discovery might be the explicit connection between your major ideas, or it might an implication of your thesis that you have not yet discussed. In scientific and technical writing, it could even be a recommendation for future research or stating the questions that have not yet been answered by your document. Please note that this discovery should never be a completely new idea, for ending with a new topic prevents the sense of closure and makes the essay seem incomplete.
For every Introduction strategy, there is a corresponding Conclusion strategy. For instance, if you begin with a quotation, your Conclusion might refer back to that quotation, or might include another quotation by the same writer. If you begin with a concession, your Conclusion might explain why the point you conceded earlier is less significant than it might first have appeared to be. If you began with a paradox, your Conclusion might refer back to that paradox.