Monthly Archives: August 2006

Kathy is learning to read. Mostly, small easy words, but she’s reading, nevertheless. I’m proud of her, and between you and me, I’m proud of myself too. Teaching someone to read is harder than you imagine. Whoever made up the English language and all the dumb rules involved had to be drunk at the time, I swear.

Anyway, she is good at recognizing my flashcards and can read the sentences I type out for her each week. She is doing well on lower-level workbooks too, which are helpful to shake up our routine. But, the other day, I asked her to write some sentences for me and she drew a blank. Even when I suggested she use words that I know she knows, she paused, incapable of pulling the letters out of the back of her mind to match the sounds she was voicing out. I hadn’t realized that teaching someone to read and teaching them to write were two separate things. Oh, I realized it, I guess, yet I didn’t realize how different the two skills are. They are so related, that you just expect one to assimilate the reverse of the skill. Not true. So now, I am putting more emphasis on Kathy’s writing for a while. She has homework of writing sentences for me between each lesson.

In Kathy’s world, everything is big and fat. When asked to make up sentences she writes;

There is a big fat man.

I see a big fat cat.

It is not fun to be bit and fat.

The big, fat boy ran.

I told her, “Um, Kathy, not every sentence you make up has to be about big, fat stuff. Can you think of a sentence that isn’t about a big, fat man?”

She thinks a moment, then says, “That man is not big and fat.”

Ha. Well, at least she has a sense of humor. In that way, we work together very well.

Today, I scoured the town seeking forms for Kathy to fill out. I think it’s pretty ambitious to think she will sit down and read Faulkner one day – the goal is to make her functional in our society. So, I went about gathering job applications, credit card applications, memo pads, magazine subscription cards and change of address forms. I also brought envelopes to our lesson. I had her fill out a few of the easier forms. It was instantly obvious that we will need to work a bit longer before she tackles anything that includes more than name, address and phone.

We discussed how envelopes are addressed. She is vaguely familiar with this because she does receive mail, even if she can’t read it. (She recognizes bills, of course – don’t we all.) I had her address an envelope to herself and told her to expect me to send it to her with an assignment inside. When she gets it, she’ll have to read what to do, than do it. I also had her address one envelope to me, and her homework is to write me a letter. I suppose I’ll hear all about her big fat life in the letter, but that’s OK. What is important is that she keeps practicing, and hopefully, this will make her feel as if she is developing competency.

I also bought her an address book. I showed her how the letters that stick out on the sides are like files, and that you are supposed to put names inside by the first letter of a person’s last name. I had her put my name, address, phone and e-mail in the book. Then, I told her that her homework this month is to fill the book. I want every friend, family member and whomever she encounters, in that book.

Kathy flipped through the pages of that little address book as if it were made of gold. She said, “My mother in law has one of these. I’ve seen one of these books before. It will be neat having one of my own.”

I told her that collecting addresses of her acquaintances will be good practice, and in November, I would have a bigger assignment. I will have her make out Christmas cards to everyone in the book. I’ll supply the cards and stamps. She’ll be in charge of the manpower. She got so excited. Warmed my heart.

I also bought her a small, purse-size planner and showed her how this works. Kathy has dozens of appointments every week. It’s amazing that she can keep them all straight – she lives in fear of getting in trouble if she forgets something important. She has to attend two AA meetings a week, a doctor’s appointment, two lessons with me, a drug test, periodic court dates etc….. Keeping straight is a full time job for someone in her position.  I told her to fill out every obligation she has, and to flip forward to future months to put in birthdays and anything else she can think of.  I explained that just because she thinks she can remember something, like lunch with a friend, she should still write it down, just to get used to the process of taking notes. I want writing to be a part of her everyday life, as it is for you or me.

She smiled and said, “This is really fun.”

Amazing, isn’t it? The things you or I take for granted and consider a pain are considered exciting to someone who has been excluded from everyday participation for a long, long time.

Anyway, my lesson was different today – focused on practical application. I am doing all kinds of mental acrobatics to come up with ways to teach some of the hard spelling rules that I can barely explain, much less break down into sensible systems. I don’t know how elementary school teachers do the job so efficiently. I feel inadequate some days, and worry that Kathy won’t learn as much as she should because she is stuck with me, an untrained amateur, as her guide. But we are scooting forward at a pace that works for us.  

In the meantime, I spend dead time, like when I am driving around town or waiting at a stop light, brainstorm more reading and writing projects for Kathy. Hey, maybe I’ll get her to fill out a tax return. Ha! It will be the only time in the history of mankind someone does that and thinks it’s fun!  

After I posted Kathy’s picture the other day, I thought about my flippant comment about how country people don’t smile. Truthfully, I took six pictures and she scowled in every one. But later, it occurred to me why. You may remember, Kathy has only three teeth. While I am used to this now, I’m sure she is self-conscious about it. I felt horrible when I realized that was probably what was going on. I kept thinking of how I urged her to take a picture with me, and her standing there reluctant as all get-out. No doubt, she was feeling uncomfortable about it, yet she didn’t want to refuse my request. I can be such a stupid dope.  

Well, I bought her an address book and a planner as my unspoken apology for the unspoken offense.

I was looking at the electronic word games, a hand held Leap-pad thing, today at Wal-Mart to. I wonder if she would use it if I bought her one. She might find it fun and spend an hour or two a day testing herself on spelling and sentence structure etc…That might be a great thing.  I didn’t buy it, because at 90.00, which is the cost of set-up, I want to think about it first. I think there are many things in that price range that Kathy could use, and I have to think about whether or not a leap-pad merits the investment. I may want to hold off and spend whatever money I want to allocate to her in another way. But I must confess, I was itching to pick up that machine just to see it if would make my job go any faster. What kills me is that I just got rid of about three such devices when we moved that Neva had outgrown. Drat.

Speaking of which, I have to go pick up Neva.

In order to make a living, Denver has decided to begin a dance program here in Blue Ridge – the need is great and she will do very well with it. So all week, she’s worked on a flyer and kept asking our advice. She has a great deal of preliminary material to work with, considering our history, so she put together a fantastic informational “sales” flyer/brochure describing the classes and her philosophy. She also had a meeting with the Blue Ridge Arts Association where she will be teaching, and asked me to attend. We brainstormed together to set the sessions, pricing, fix the dance room etc.

The assistant director then said she would send something to the paper if Denver would give her some particulars. I told her that wasn’t necessary, that I was planning to write an article about her for the paper. I am a writer now, and no one knows this dance program like I do (since I created it), so I sincerely doubt anyone could do justice to describing this emerging program as I could. I’ve also met the editor and he is expecting some human interest articles from me (I’ve already done the interviews, but been too busy to sit down and plunk out the actually articles.) Turning something in would alleviate my guilt in that area and help my daughter too.

She said fine, but the article had to be in Friday, (the next day) to be published next week. So yesterday, while sitting at Dianne’s house, I sat at the computer and plunked out an article about my daughter.

Funny, but every woman’s ultimate fantasy is to have control over everything her kid says and thinks. For one hour I could do just that. I filled my article with quotes and ideals that I thought would be accurate and beneficial while still trying to capture my daughter’s sentiments.
Later Dianne laughed and said, “I never knew Denver was so eloquent.” Ha.  

I turned the article in with some dance pictures of Denver.

Later, I left a copy for my daughter to read. I assumed she would be thrilled, but she just smiled and said, “It’s funny.”
Funny? Funny ha ha, or funny weird? I asked her what she didn’t like about it.

She shrugged and said, “Has it occurred to you that I have to live up to that now? Gee Mom, I just wanted to make some money.”

I stood there, holding my cell phone in my hand, in a quandary, trying to decide if, in writing that article, I was out of place – even though the director and Denver asked me to do it.

Mark pointed out that I dive into any project with an attitude that it is a full commitment, always shooting for something bigger – not that it has to come about, but that I lay the foundation for greater things to come just in case I become gripped in the passion of the project. But, he pointed out, not everyone lives that way.  I should not put pressure on Denver to excel or create a huge shadow that she has to walk in. I need to let her world unfold without my influence (Of course, I’m thinking, then she shouldn’t ask for my input). . . but I get his point. 

Anyway, I did what I could to help her set up for success in the local dance arena with the best of intentions. And honestly, I meant everything I said in the article. She can do this better than anyone else. . . If she wants.

Here is the article for anyone interested in my emerging journalistic skills. I’m guessing, Denver will be thrilled when she sees it in print. One thing is sure, the people of this town will know “dance” has ventured into the mountains now. Had it been with me, it would venture in with a hobble. But with my daughter, it can leap in with all the enthuasiasm and energy of youth.

DANCING IN THE MOUNTAINS

By Virginia East

 (Had to find a name other than my own since I quoted myself. Ha, how awkward is that?)

     Denver Clark came to Blue Ridge to visit her parents in June, expecting to dance on to New York to continue with her theater studies. However, moved by the lovely attitudes prevalent in our community, she’s decided to do her dancing here for a while.

      Building an alliance with the Blue Ridge Arts Association, Denver is creating a program designed to expand creative awareness through an introduction to dance which includes everything from technical skill to artistic expression. Denver believes dance education involves much more than teaching routines or donning costumes to put on a show. Dance teaches self-discipline, physical awareness, creative expression and physical fitness, while exposing students to art classics and more modern cultural movement at the same time.

     The Blue Ridge Arts Association has earned a fine reputation through programs designed to share visual and Appalachian arts with the community. Denver is excited to expand their offerings to include traditional dance classes and is excited to work in association with a growing, non-profit organization whose heart is, she believes, in the right place.

    “I feel the people involved in the BRAA are open minded and committed to bringing the best of the arts to our community,” Denver says. “And I think it’s wonderful they want to add dance to their roster of arts awareness programs.”

     The BRAA has offered dance classes before, but they were random classes, lacking long-range goals. Now, the facility is working with Denver to design a progressive program that can grow as the organization grows. 

      It seems, no one is better suited to this ambitious goal than Denver. Denver comes from a family of dance educators. Before retiring last year, her parents owned one of the largest dance schools in Southern Florida with over 1200 students and two 10,000-foot state of the art studios. The Hendry’s are the innovators of the renowned KIDDANCE program, producing educational videos and CD’s for dance teachers, a progressive syllabus and an international newsletter of creative dance concepts. Ginny Hendry, Denver’s mother, still travels to teach dance seminars for Dance Master’s of America and affiliated organizations. After retiring last year, she began pursuing a low residency MFA at <ST1laceName w:st=”on”>Lesley</ST1laceName> <ST1laceName w:st=”on”>University</ST1laceName> where she is now writing a novel about dance.

    “Mom is dancing on paper now,” Denver says with a smile. “And my father, Mark Hendry, is still a guest choreographer for schools and regional companies. For all that they are retired, dance remains a huge part of our family’s life.”

     Denver is proud to carry on the family’s tradition of dance education by beginning a program of her own in Blue Ridge. “And my parents are here to consult me and help as needed. I am lucky to have their experience to guide me,” she says.

    Not that her parents believe she will need much help. “Denver has trained all her life. She has participated in competitions, seminars, and all sorts of performances. She has all the tools she needs to be a successful teacher.” Ginny Hendry says. “I am proud to step aside to see what my daughter can do with dance. And I’m thrilled she’s chosen our community as her new home.”  

     Denver plans to offer children’s classes following the KIDDANCE syllabus, a progressive program that teaches dance basics creatively. KIDDANCE was featured in Dance Teacher Now Magazine as one of America’s most innovative approaches to dance education in 1999. The syllabus encourages teachers to introduce basic dance concepts in ways that make learning fun.       

     For example, to teach correct arm placement and spatial awareness, one exercise consists of students wearing socks on their arms and moving under a backlight to create shapes in space. With only arms glowing, the exercise is fun for kids but it also keeps their focus on placement and visual space. Another creative exercise involves “paper bag ballets”. The origin of ballet is pantomime, so once a session, students will don costume pieces to “get into character” and dance out a ballet narrated by the teacher. These short improvisational ballets expose young dance students to the story lines and music of the classics while also encouraging them to emote. Another exercise is a foot mat created by tracing students feet on long rolls of banner paper which is later used as a pattern for an exercise that teaches the difference between turned out or inverted foot positions. “It is all about camouflaging basic principals in joyful exercises,” Denver says. Many other creative methods are incorporated to teach dance concepts, along with more traditional exercises that  teach dance terminology, steps and proper technique.  Collectively, this system leaves children not only learning how to dance, but loving dance.

     “Dance involves endless practice to reinforce technique,” Denver says, “The Kiddance program finds different ways to practice the same thing over and over again so children learn  without getting bored. It is also highly creative which teaches a budding artist that dance is about personal expression, not just steps or routine exercises . The best way to get students to embrace the discipline required for dance is to make them love the art so they want to work hard to excel.”

     The new dance program at the BRAA will be offering classes in eight-week sessions beginning September 5th. Denver feels this term will instill a foundation in movement and hopefully, tweak new dancer’s interest enough to continue throughout the year. “We want the emphasis of these classes to be on exploring movement, not just learning routines or practicing for an end of year recital,” Denver says.

     But that does not mean that she doesn’t’t think performance should be a part of the dance education experience. On the contrary, Denver plans to end each eight-week session with some sort of performance, preferably dancing at community events such as festivals or homes for the elderly. “As a non-profit organization, I think it’s important that the BRAA dance program gives something back to the community. I’m hoping to find lots of avenues for performance which will be non-competitive and rich in the spirit of artistic sharing.”        

    Denver has spent the last two years attending <ST1laceName w:st=”on”>Central</ST1laceName> <ST1laceName w:st=”on”>Florida</ST1laceName> <ST1laceType w:st=”on”>University</ST1laceType> in Orlando in pursuit of a BFA in musical theater. She’s a singer, dancer and actor and she draws from all disciplines to make the dance class engaging.  In addition to creative dance classes for youth, including a Mommy and me parent and child interactive class for ages 2 & 3  and preschool movement classes, she is offering more traditional dance classes in the subjects of ballet, tap and jazz for

elementary and middle school students. She will also offer a hip-hop and musical theater class for teens.

    Beyond traditional dance classes for area youth, Denver hopes to offer specialty classes that will serve the community. For thirteen years in Florida, Denver’s mother taught a group of students with Downs syndrome, not only teaching them dance but also taking them to competitions and performances. She’s written several articles for national dance periodicals on how to teach handicapped students and lectured on the subject at dance conventions. Denver assisted these special needs classes and having been exposed to the unique complications of physical and mental disabilities, hopes to offer a similar class for handicapped individuals in Blue Ridge.

    “Dance is for everyone,” Denver says, “Creative expression is a tonic for the soul, and I think dance helps a person get in touch with their inner selves in the healthiest of ways. I’m hoping, as I learn more about our community’s needs, I’ll be able to contribute something special through arts education. It’s wonderful to be able to do what you love for a living, but even more wonderful to share what you love with others.”

    For information and a schedule contact BRAA at (706) 632-2144. Class size will be limited and registration is ongoing. BRAA recommends interested students reserve a space by signing up early.         

“So, when we have made every effort to understand, we are ready to take upon ourselves the mystery of things; then the most trivial of happenings is touched by wonder, and there may come to us, by grace, a moment of unclouded vision.”–         Helen Luke, Old Age –

     One of my assignments in regards to working on my novel is to write an annotated Bibliography of books on the market that pertain to my subject mater. In my case, I am searching for books on aging artists, retiring dancers and the like. I don’t have to read these books, just know they exist and research them enough to know what is out there in the publishing world. I then must write a short annotation to prove I’m immersed in my theoretical subject.

    Of course, once I began researching books on my novel subject, I couldn’t help but want to read them. Heck, the assignment is founded in logic. It is vital to grasp all you can on the subject you are writing about – for inspiration, revealing truth and to know what competition you might have. No reason to write a book that someone has beaten you to, ya know. I’ve always read history books, obvious vehicles for research, when writing a historical romance, but it wouldn’t occur to me to research those things I think I already know, like what it is like to be an older dancer. Duh.  But I’ve learned that you can always probe deeper into the shadows with a fresh mind (author) to guide you . 

     So, last night I started browsing a book so I could write an annotation today. Dang, if didn’t have to read the entire thing into the wee hours. Good book. Vital. And just as my teacher no doubt knew, it will add depth to what I am working on. I’m sure not all books I research will affect me this way, but a few will. It is worth wading through many to find the pertinent few.

    This is why I love being in this MFA program. It forces me to do more than just write – it forces me to think, to explore deeper messages and to study great examples of literature, which influence my voice. This gives me approaches and tools for writing a better book. At least, in theory.

     So, I just wrote an annotation, and since I think it turned out relevant to several of my recent blogs (one about crows feet, admitting my age, and my noticing details and enjoying a simpler life) I thought I would share it. It isn’t a literary or academic masterpiece. I have to do 24 of these suckers, so there is only so much time I will devote to them, but it tells a bit about me and my project in a backdoor sort of way.

Here goes:   

       Autumn Gospel, Women in the Second Half of Life, by Kathleen Fischer is a book about the spiritual dimensions of a woman’s middle years. The book explores how society views older woman and how these views affect the aging female’s sense of worth, personal attitudes, and state of mind. The dilemmas older women face are portrayed through stories, philosophical theories, cultural examples and biblical quotes, but inspirational examples of these same issues follow to counteract these realities, encouraging a new attitude which will help women age with pride, grace and in the spirit of celebration for their contributions to the world.

     Autumn Gospel gives insight to the mental conflicts women fighting the natural process of aging struggle with, making it a pertinent resource for my book, Diary of a Dancer’s Divorce. Not only does Autumn Gospel authenticate the struggles of Dana, the aging dancer in my novel, but this book offers a deeper look into the many levels of frustration my character is encountering, helping me to explore how and why negativity is associated to aging in a career focused on youthful vigor.

      A central factor in the plot of my novel also happens to be Dana’s journaling (the diary) something, which this author, Kathleen Fisher, recommends all aging women try as a means to heal emotional, hurt.

    She states, “I have observed two things about journaling. It is hard to begin, but once begun, the process develops a creative energy of its own. A woman who came to me for therapy discovered both these truths. She thought it might help her to keep a journal, but she resisted the process, finding numerous things to do with her time instead. Gradually she began making short entries in a notebook. These became longer and she eventually found herself filling whole journals. In the process she discovered the depth and range of her own inner life; creativity previously hidden from her. Her journal-keeping both mirrored her growth process and moved it in new directions.”

    I found this interesting, for I am attempting to use my character’s journaling as a tool for introducing philosophical theory about dance as an art form and how it affects an individual’s human development, while also using it as a vehicle for Dana’s personal growth and understanding of what she is feeling and why. Her journal is significant in helping her evolve and come to terms with her art and her place in it as an older artist – the core focus of the novel. I introduced this element of the novel as something she does at the suggestion of a therapist. Now, I am content that this choice is realistic.

   As a mature woman myself, I found Autumn Gospel a lovely book, inspiring in its message to embrace maturity and enjoy the chance to shed the fear of growing older.  Fischer reminds us that, “A preoccupation with looking young draws energy away from a woman’s inner life and diminishes her attention to other projects.”

     Such a message relieves pressure to fight our self-imposed limits and validates the dreams we dare to harbor as mature adults, such as attempting a new creative endeavor, (in my case writing). In this way, the book serves as a valuable resource for me as an author, not only because it give my central character depth, but because it embodies a message to me as an aspiring writer as well.

    Fischer says, “Human beauty can take startling forms. At present society defines it in terms of the body’s conformity to set norms. However, the most compelling beauty emerges from the depth and texture of a person’s life and spirit, and the face seems to carry it in a special way. Our intense response to such beauty stems from qualities that evoke pleasure, satisfaction and wonder.”  

    With these words ringing in my head, I will attempt to add depth and poignancy to my novel’s main character, both in her appearance, thoughts and deeds. And I will sit at the computer attempting to accomplish this end with a belief that, because I have lived a life that taught me certain wisdoms, it is worth any and all effort to work to communicate this insight on paper.   

-End-

Blah, Blah, blah.

 Between you and me, I’ll say that one quote from the book struck me as memorable.

“Along with discernment, this phase of a transition calls for the simplifying of our lives. Simplicity is a creative response to the awareness of limits. Times of transition force us to trim away the nonessential. The novelist Isabel Allende explains this shift after turning fifty: “I don’t have any time to waste. I don’t have time for gossip or greed or revenge or undirected anger.” She says she is concentrating on the basics, which have to do with love.

Holly cow! I think this is the best example I’ve seen yet to explain what happened to me – the thing that forced me out of the dance studio and into the woods. It wasn’t about dance, or students or stress or money or wanting a donkey. It was about redefining priorities. Love.

Do what you will with that gem.

Now, stop distracting me, Blog Buddy. I have work to do and if I keep talking to you I’ll get in trouble. All play and no work makes Ginny a dull girl (in the MFA zone).