Bulb Archived: Jahn Collaboration Laboratory: Bellizzi & Torres

2016-2017 Collaboration Laboratory

1) Big Idea:

Finding strength within ones own body. 

2) Inquiry:

How can movement be covert way of releasing energy within the school setting? 


3) Academic Content:

African American / Black protest movement 

National Farm Workers Association protest movement 

Current political protest movements 

4) Artistic Discipline(s):

Movement, dance and martial arts. 

5) Standards Addressed: (Common Core, Next Generation Science, National Core Arts):

Please insert your response here.


6) What is the context of your school, school neighborhood, or classroom that led you to do this project? (100 words or less)


Please insert your response here.

7) How many years have you worked together as partners?

This was our second year working together. 


8) What surprised you during the project?

During this project it was very fascinating to note how different each age group approached free movement. We predominantly worked with one Third grade class who had extreme moments of either comfort or embarrassment, and unfortunately at times teasing. While the Kindergartners moved easily and seemed extremely open to free movement. The Kindergartners were able to not be self-conscious. 

9) What worked in this project and why?

I think one thing that worked really well was mine and Catalinas co-teaching. We really trusted each other, which allowed for flexibility and exciting shifts. 

10) What didn’t work and why?

Teaching 36,  6th graders martial arts. There were far too many kids and energy to responsibility teach self defense to such a young impressionable group. 

11) What was your approach to assessment?

Our approach to assessment was to have a really open dialogue. If one person ever sensed an activity not going well we would talk it through and find solutions. With students we also had open dialogue and allowed for them to develop their own groups, movements and forms of personal and group assessment. 

12) Think back to what you each hoped to learn from this collaboration. What did you learn and how? Discuss how you supported each other’s goals.

I think we learned all from our students about the power of the body and how each person has their own form of motion needs. 

13) How did the collaboration challenge your understanding of teaching, learning, and art-making?

I think we often felt challenged by number of students, the shifting of the school schedule and students attention span. These caused us to be almost reverse roles and become the students, learning how to accommodate changes, while still holding a space of leadership. I learned to trust the art making process, in all of its looseness knowing that an outcome was less important that creating an experience.