I have another job!

In addition to my adjunct work, I’m going to have a small part-time job (about 5 hours/week) where I engage middle schoolers in math after school. I think it should be fun. Challenging but fun. I worked as a middle school camp counselor for a week in my junior and senior years of high school. I remember how funny middle school kids are. They’re part-child, part-teenager. Although my interest in education isn’t really at the middle/high school level, I do look forward to this. After all, college students were once middle and high school students, and I think it’s important to understand where they’re coming from.

I start tomorrow. Wish me luck!

 

Workshop, first of the year (at least for me)

Melina, who is a local dancer in the Boston-area, is hosting her sister for some work in celebration of the opening of Melina’s new studio in Waltham (a Boston suburb). The topics look good. I plan on going to the Sunday ones- is anyone else planning on going?

 

Planning classes is hard work

Vacation isn’t simply vacation if you teach. I’ve spent the last week or so planning out my classes and will continue to do so next week. I have two weeks done of 2 classes and hope to get another week done of another class.

Since I start the semester with the students, I have a lot more freedom to choose what we’re doing. When I started last semester, since the semester was still in program, I was handed a syllabus, complete with homework problems. I did deviate from their syllabus, but for the most part, the class was handed to me. Materials have been given to me, but I still feel inclined to rework them. Besides just planning how to teach the topic at hand, I’m also figuring out what’s worth what, when I want homework due, etc.

Surprisingly, this has been difficult. I’m trying to make everything work out well for the students. For instance, I like exams to be given before a break, like spring break. Then it’s making sure I’m giving adequate practice. I’m really not 100% sure how much homework to give at times. What’s too much and what’s not enough?

I’m excited to see how well this all works out.

 

Restarting the 90 Day Challenge

The holiday season messed with my time management to practice and really partake in the 90 Days of Dance Dedication Challenge. I began officially (at least in my brain) on Tuesday, starting back up with Middle Eastern dance. I went to ballet yesterday. What did I learn, so far, about the challenge?

• Going to classes is easier than structuring your own practice. It’s nice to be told what to do sometimes, even though what you’re told to do makes your brain shut down.
• Once you get started dancing, it’s hard to stop. After both dance classes, I went home to practice more. An hour and a half wasn’t enough. Strange.
• Putting the practice on your calendar makes it harder to skip. I’m religious about keeping a calendar (mine is on my computer). I typically get everything done on my calendar, when it’s written there. I write anything on it- when I work, when I go to dance class, blog post ideas for specific dates. Strangely enough, scheduling in practice hadn’t occurred to me.

Anyone else doing a dance challenge or other kind of practice challenge? I’d love to hear how that’s working out.

 

How to argue your grade

I found through my stats that someone came here looking to find out how to argue their graduate school grade. Because that’s not really a topic I’ve covered, I figured today (especially after receiving an email from a student re. his grade) would be a good day to talk about that.

My short advice? Unless the situation is particularly grave (see the last paragraph of this entry), don’t bother, no matter what level you are in your schooling. Unless it’s points added incorrectly, usually the professor feels s/he has done a fine a job grading/preparing you. Some people react terribly to having their grading questioned, and people leave upset and with no satisfactory results.

There have been a few times in grad school I thought the grading was terribly unfair, as did several other students. By unfair, I mean we were penalized every single point of the problem for not having plot labels formatted exactly as the professor wanted; the plots were only a small part of the problem and certainly not the topic of the class. Why did the bulk of us not argue? Too much to lose. For some, this was their advisor and maintaining good relations was more important at the end of the day. They had about a year or so they needed to work with this professor. For others, they had more things to worry about or knew that they would have this professor again in the future. I’d also add in that if you are expecting recommendations from a person, you should tread lightly. Regardless of whether you should be able to question your grade without fear, we live in a world where people have egos. People also talk, so you also don’t want your reputation viewed poorly by someone gossipy. I reiterate that these things shouldn’t matter, but they can, so you may as well beware. Tread very lightly.

If you chose to pursue arguing your grade, I’d think about the following questions:

• Why are you arguing your grade? Why do you think your grade isn’t fair? In my story about being given 0 credit for improper labels on a plot, that exam question had more components than just plot labels and the exam was not on plot labels. Do I think that we should have been docked for incorrect plot labels? Absolutely, just not every single point if a student managed to get the spirit of the problem down pat. If you’re arguing your grade because you’ve always been an A student/you can’t fail this class/you tried really hard/you didn’t study hard enough/etc., those aren’t good reasons. Base your argument on something that is substantial to academics and the topic.
• Are you being petty? Grading is somewhat subjective, even physics (I tend to grade on work more than the end answer). I personally think it’s a waste of time to attempt to argue your A- to an A or argue that 95/100 on your lab report to a 97/100. You’ve done good work, but according to your grader, it could be a bit better. Having discussed this issue with others, this again comes off poorly. Why? None of us have seen a case where the person has a good reason why they should receive a higher grade. For myself, I don’t like when students become more about the grade and less about the learning.
• What is this professor like? Granted, even personable professors can become irritated easily, but I’d say your chances of having a good conversation with this professor re. your grade are slimmer if the person is already snappish about questions.
• How are you going to approach the person? Catching them 5 minutes before class or stopping them in the middle of the hall is never a good idea. I’d send an email or ask to meet with the person. I’d be humble and not accusative towards the professor, even if you find the person to be a jerk.
• Are you capable of remaining calm and professional, should the meeting go sour? This goes back to future contact with the professor. You may, regardless of how you behave, leave a bad impression on a professor, but again, your odds are quite that you will if you become belligerent, whiny, and overall unpleasant. People gossip, and if you need this person to not have a negative view of you (future prof for another class, your advisor, semester not over…), you need to put your best face forward.
• Are you willing to discuss strategies on how to do better? Before you arrange to discuss your grade, you may want to also ask the professor, particularly if this isn’t your final grade, how you can improve. I like when people ask me how they can improve their grades. Not students who are digging for extra credit but students genuinely interested in learning how to write, solve physics, whatever. It shows that you realize you can improve and that you aren’t necessarily blaming the professor.

I have yet to argue a grade; at most, I’ve inquired why I’ve received some grades when the comments have not been apparent on the work. I’ve had numerous students attempt to argue their grades with me. Typically, they’ve been people who been any of the following: hostile, condescending, hysterical, insulting, or just plain nasty. They also have typically been people who don’t realize that we have the rest of the semester to get through together, and leaving a bad impression on anyone is always a terrible idea. I have yet to see someone argue his/her grade and present a good reason why a higher grade is deserved. That’s why I think it’s important to consider what you’re doing and why.

If your situation is grave (I’ve heard stories where professors allegedly have intentionally given inaccurate grades) and justifiable in arguing, I would talk to your department head or advisor on how to proceed. If that doesn’t go well, talk to a dean on campus. Go up the food chain in your school. While I think grade arguing is often not done for the right reasons, I know there are cases where it should be done. However, always proceed with caution and make sure you have all the information to present a strong case. It isn’t fair, but things can come back to bite you in the butt.

Good luck!

 

Reviews, relevant?

Ironically after I wrote my review yesterday, I read an article in the Gilded Serpent about whether reviews on instructional DVDs are important anymore. The writer’s stance is that they aren’t so much anymore, because there are notable companies who routinely produce high quality DVDs for dancers. I disagree with that. Obviously, the writer is correct that the reviews are someone’s biased take, but I tend to use reviews on instructional DVDs the way that a friend of mine uses movie reviews: find the reviewers whose opinions seem to align well with yours and you lower the odds of being led down the wrong path.

I like DVD reviews, because I’m not rich. I can’t buy everything, and even if they are reasonably priced, I don’t want to waste money.  If it weren’t for the glowing testimonials of DVDs produced by Cheeky Girl Productions, I wouldn’t have purchased so many of their DVDs. Like anything, you have early adopters who are fine with possibly making a poor purchase, but quite a few people choose to see if the marketing hype is true. This is why reviews are important. How would I know Akai Silks, L. Rose Designs, etc. are any good if people weren’t willing to review the products?

The reviews have also been useful, because I get a look at the good, the bad, and the ugly from someone less biased the marketing. I totally agree that certain companies almost always knock it out of the park; however, sometimes they don’t or whatever they made isn’t suitable for me. A good review should include some factual information that may not be obvious from the promo material.

Reviews are a tool, like anything else. Don’t take them as the gospel, but I think can be used effectively to help you make shrewd purchases.

 

Review: Combination Nation, Vol 1

Bringing back weekly (or semi-weekly) reviews. During one of my bouts with cold/flu, I watched Combination Nation Vol 1: Belly Dance Instruction with America’s Hottest Performers. What is it? A DVD of combinations from dancers that are on the By Dancers, For Dancers series that Michelle Joyce puts out through Cheeky Girl Productions. The series doesn’t necessarily have the “big” names, but the quality is there.

The DVD featured several instructors teaching combinations. I liked the sampling of instructors picked a lot. Each person really did have a unique style, but they were able to all articulate what they meant well. The only little picking point I can think of is that it’s clear that Middle Eastern dancers have no standard verbal vocab. There were a few I believe I hadn’t heard myself or had to think about. Not a big deal, but I’m also proponent of a standard verbal vocab.

What was both good and bad about the DVD is that the same clip of the music was used often. The good about the same clip of music is that you can see how differently people interpret the music (the music is pretty, also). I love that you can gather several dancers in a room, and each will likely have a unique take on the music. The bad? You are listening to the same clip over and over again. That can be obnoxious.

While you are given time to practice the combos, you definitely need to push repeat. Michelle Joyce appears to have chosen putting more people on the DVD rather than giving long, guided practices. I favor that, since it is a DVD and very easy to repeat.

My primary use to this DVD will be to push myself out of my comfort zone and gather new ideas. I use DVDs for ideas vs. tangible material; although I did love many of the combinations (Lotus Niraja, Aradia, and Princess Farhana stick out at the moment), I prefer my work to original and don’t want someone in an audience to recall that I used a certain combo. I definitely see myself coming back to this one often. 5 of 5 stars.

 

Welcome, 2010

2009 was a rough year for me, no doubt. The entire last decade (feels funny saying that, no?) was a rollercoaster of events, both good and bad. I feel like 2009 did end semi-decently (job, settling back into Boston), signs that things may pick up for 2010. All I know for this year coming up is that I want to really pursue my goals and ultimately, my own happiness. With the economy and life itself, I got more into surviving than pursuing those things; hopefully, I manage to stay fairly secure and can have the luxury of not just focusing on surviving.

I hope everyone had a safe and happy New Year’s Celebration. I stayed in with my significant other and watched Christmas on Mars (a Flaming Lips movie) and made chocolate chip cookies. There is something nice to the simple things in life.

More important, on topic things will be posted sometime in the future

 

I’m making a website soon

I’ve decided over my school break that I’m going to make a website. All I have to do is figure out a URL.

Why am I going to create a website? Because I want to. Nothing special. I used to make websites back when people first could (I taught myself how to type by making websites). This was during the days of Geocities with the neighborhoods and many people used MIDI files and animated GIFs. I quit sometime in 1999/2000. I think I could do a decent job with designing and coding my website. I figure that it’ll be a good skill to have under my belt and maybe it’ll even further kick my butt into doing more performances, collaborating, etc. Goals I always have but time or money (or both) have gotten in the way.

What will be on this future website? I’m still working that out. On Bhuz, there is ample advice on websites and business marketing. I don’t want multiple websites, but some people think it’s a good idea to separate your more “personal” stuff from your dance stuff if you’re marketing your dancing. I’m not 100% convinced, but still, decisions are being made.

 

Off to Chicago

I’m midway on my way to Chicago; I have a layover in DC. Google is being generous this Christmas and supplying the airports with free wifi. Woohoo!

I won’t be able to make any of them, but Arabesque is hosting some workshops post-Christmas.

Have a happy holiday if I don’t post anything tomorrow and safe travels to those of you who are like me and traveling this holiday season.