Comments from Peer Evaluations of Teaching

 

“Dr. Parrish provides an imaginative, formative, and constructively challenging environment for the somatic work targeted in this course. Throughout the class, Dr. Parrish challenged students to use correct anatomical terms in a manner that was easy-going and welcomed student attempts to define terms. Students were connected to their phones at the start of class, using their devices to observe material that Dr. Parrish had shared on Canvas.

Students seemed comfortably engaged with this aspect of the class––indicating a consistent and effective integration of technology into a movement focused class without hindering the actual movement components.

This class was an enjoyable example of effective pedagogy and sincere interest in student development. Dr. Parrish is an expert in her area of dance practice. I observed Dr. Parrish present the exercises and challenges with enthusiasm and without hesitation. She is able to guide and shift her approach to meet the specific situation or to meet students where they are.

 

She seamlessly blends her knowledge of dance performance, Laban Movement Analysis, education, and leadership with creative visualization and anatomical terms to keep the class holistically engaged.

 

She was able to connect and work with individual students while also keeping the remaining students on task."  

--Professor, Duane Cyrus, 2019 DCE 530

 


 

“Dr. Parrish brings her extensive teaching experience to this course. Although it is a new course, her exploration of the material and knowledge of pedagogy, help her teach the class with ease and mastery. The focus is on learning the underlying principles of the technique rather than performing particular movements.

 

Through each stage, it became apparent that the class was not about the exercises but about learning how to perform the movements with effective quality, and to learn the major principles of the work.

 

For example, during a front curl, she asked students to think about the “how” of the movement. This focus helped the students preform the movement effectively and safely. In addition, it helped them experience success and learn why they were being asked to perform the movements in a particular way.

 

Throughout the class, Dr. Parrish provided feedback and cues, while maintaining an energetic voice and an accessible demeanor.

Dr. Parrish created a fun, yet serious learning environment. Her enthusiasm for the work was contagious. Her voice was energetic and she encouraged students to keep going even though they were tired. Her attitude was positive. She cheered on her students.”

--Professor, Jill Green (2016) DCE 230 / DCE 530


 

“I was quite impressed with Dr. Parrish’s knowledge of dance education as well as her knowledge of educational theory and methodology.

She practiced deconstructive educational theory by building the base of knowledge along with her students.

 

Although she added key points that were missing, most of the material (i.e. concepts) came directly from the students. Rather than simply observing them and providing feedback, she was nimble in her ability to respect what came from the students, while still including what she wanted to include in class. This was a masterful way of combing theory and practice.

 

There was a student-centered and constructivist atmosphere as students and teacher both came up with a working list of ideas.

Dr. Parrish provided a constructive and effective learning environment. Students were engaged both, in their teaching sessions and discussions. Students owned the material and felt secure that their ideas would be embraced and utilized when appropriate. There was a sense of creativity within the process of teaching dance. Dr. Parrish was flexible and sensitive to the group.

We are lucky to have such a passionate and experienced teacher in the department.”

--Professor, Jill Green (2016) DCE 459