Froggy Fun!

We dissected frogs this morning. It was fun! As much as I love working with the human cadaver in anatomy, I am sorry that it is already dissected- I'd like to learn that, too. So it is fun dissecting the lower order animals, even though they are so much simpler. I hadn't dissected anything since high school biology classes in 1994-1995. I had two people "working with me" one of who helped collect tools, and watched while I cut and peeled and poked and prodded, the other sat a fair distance away and said "I can see from here. . ." Well, there are pictures she can look at in the lab manual. At least she wasn't as bad as another girl in the class, who felt it necessary to loudly and repeatedly exclaim her disgust and marvel that it didn't bother some of us.

Lecture today consisted of me succeeding on a test of the collective Phyla of Kingdom Animalia. It was not my best, but it should still be an A. Next week we get to start studying tissue and body systems in greater detail- basic anatomy topics. I am excited because it'll be a nice (though topical) review of anatomy and physiology subjects that I haven't examined in a while. Then, too, since I've had much of the information before, the next test should be a breeze!

This evening I taught ballet, tap, and pre-pointe. I finished teaching both of tonights recital dances last week, so this week they were able to dance all the way through. Both classes did need a little help with the endings, but if they practice during the week they should know it for next week. Time to really get started with correcting technique, and making them look good- at least as good as your average 5 or 6 year old dancer can look while still enjoying dance.

We worked on a few new resistance band exercises in pre-pointe. Some also involved standing on a balance cushion. I have three now, so they have to take turns using them, but it's better then the single one I had last year. I hope to collect one or two more next year. Eventually I will have enough that everyone can have one to use at the same time. Maybe.

During the second half of the hour I spent some time teaching my pre-pointe dancers about the basic bone structure of the foot. I gave them paper and pencils, and had them trace the outside of one of their own feet. Then they palpated their feet to try to draw what the bones might look like inside. They acually did a pretty good job indicating the short bones of the toes and the long bones of the foot. A few who were in my pre-pointe class last year remembered the calcaneus, and tried to draw that as well. Then I got out three books: The Dancer's Foot Book, Dance Kinesiology, and Anatomy and Kinesiology for Dance Teachers. (I love having these specialized resources, so I don't have to worry about the kids flipping through the book and seeing "inappropriate images!")

I also pulled out my small desktop skeleton, and a leg from my larger 32" hanging skeleton. Using pictures from the books, and the models, I showed them all of the major bones in the foot, where they are, and explained why some of them are named what they are named. (I also answered some other questions they had about the knee and hip. I love that they enjoy learning about anatomy!) Some of the dancers updated their foot drawings to reflect what they learned.

At the end of class we had a brief discussion about common foot problems that dancers, especially ballet dancers on pointe, experience. One of the dancers teasingly accused me of trying to scare them away from wanting to go on pointe, but I assured them that I think it is important for them to be familiar with their feet while they are healthy, and to be vigilant and know the signs of potential problems. If they do have a problem, I want them to be able to nip it in the bud!

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