My introduction to the Brain Dance began in a workshop sponsored by the dance department, but I was unfamiliar in teaching it to children.

Jackie Searle, a teacher from Reese Elementary, was not a trained dance teacher, but understood the importance of the Brain Dance and movement experiences for her students. As I have continued my research on the Brain Dance and brain-compatible dance education, I found it a positive tool to use in all my dance classes. Based on the axiomatic movement stages an infant goes through the first year of life, the Brain Dance re-patterns the central nervous system. This creates a foundational base for behavior and attention, as well as eye tracking and sensory development. (Gilbert) Normally developing infants should go through key movement milestones such as crawling, rolling, sitting, walking etc. Reaching these milestones and exploring the environment stimulates brain development. (Nelson) Irmgard Bartenieff recognized these movements and developed the Patterns of Total Body Connectivity (PTCB). The brain dance is based after these patterns, with integrated neurological movement therapy. Anne Green Gilbert developed the Brain Dance in 2000, and since its conception it has become a positive tool in dance studios and public institutions. In using the Brain Dance as warm-up in my classes, I found the students are fully engaged right away. This was especially apparent in a 1st grade class I taught Tuesday March 13 at Spring Creek Elementary. I could feel the excitement and anticipation when I entered the class, the students were ready to move and dance. After a quick introduction, I began the brain dance while integrating basic weight qualities as a precursor to the lesson. The exercise is a simple and quick warm up, grasping students attention, and preparing them to move.

Learning about the brain dance has been eye opening and enlightening. I remember distinctly my first realized exposure to developmental milestones while performing clinical hours with an occupational therapist named Joyce Ahrens. She told me of a 5th grade patient she was working with who could not jump rope, and was also having behavioral issues in the classroom. It was explained this girl never overcame the involuntary Moro reflex found in infants. After working with Ahrens she overcame the problem. At the time I did not fully understand the nature of how infantile reflexes and developmental stages could influence a persons movement capacity. After introduction to the Brain Dance I see the importance of taking children through the exercise to stimulate the brain and bring them through those key developmental patterns. On a very personal note my sister Giselle has the neurological disorder known as motor apraxia. Apraxia is characterized by the inability to execute or carry out basic motor skills. (Motor Apraxia) It is a disorder of motor planning and despite having the desire and physical ability, this delayed Giselle going through the developmental patterns. My familys life has been centered around occupational and specialized neurological therapy. I see the similarities and connections the Brain Dance has to the exercises Giselle performs on a daily basis. In learning the Brain Dance I am excited to share the knowledge with my family as well as all the therapists and trainers I have come into contact with. I feel it can become a powerful tool, along with Anne Green Gilberts brain compatible lesson plans, to get children with neurological disorders moving. I look forward to when I leave BYU and put into practice Gilberts methodology, along with a Masters in Occupational Therapy, engaging children in meaningful and effective movement opportunities.

Works Cited: Gilbert, Anne. Brain-Compatible Dance Education. Reston, VA: American Alliance For Health, Physical Education, Recreation and Dance, 2006. "Motor Apraxia." Miller-Keane Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health. 7th. 2003. Web. 14 Mar 2012. Nelson, Larry. "Development: The First Year." Brigham Young University, Provo. Fall 2011. Lecture.