Intercultural Communication

Service
Learning
Project
Submitted by: Emmanuel Vasquez

Submitted to:
Tamara Phillips, M.S.
COMM 2150-002
Department of Communication
Salt Lake Community College

Emmanuel Vasquez
COMM 2150Intercultural Communication
Service Learning Proposal
Community Partner
The contact for my project is listed below
Joshua Perkins
Co founder of the B-Boy Federation
Urban Arts Alliance
663 W 100 S
B16
Phone: 801-458-6959
Project Plan
I will be teaching breakdancing to both mature and adolescent groups for the B-Boy Federation. I
will be working Friday nights around 7:00 8:00. I will start my service on September 18, 2015.
I also will be working with schools on various dates.
Civic Engagement
Civic engagement is the action of participating and providing services to a community that has a
need for those services.
Personal Culture

I am a young man in my early twenties. I am majoring in physics at SLCC with the intent of
transferring to the University of Utah. I am from a middle-eastern background and have been
raised Judeo-Christian. I am nomadic meaning that I have a tendency of moving from one state
to another. I have danced professionally for five years.
Culture Groups
I anticipate that I will be working with many people from African and Latino descent. The age
group I believe will mostly be consisting of people in their late teens and some in their early
teens.
Challenges
The biggest challenge I will have is the difference in experience I will have over these new
dancers and their lack of understanding. For example, I may understand how a certain move
looks and feels and they may have a difficulty comprehending how to even attempt the skill. I
am also hesitant about working with children because of the general lack of focus.
Benefits
Some of the benefits I see coming from this are something new to add to my resume, learning to
handle those of a different age group, and also how context comes into play when teaching.
Adding this to my resume will allow me to approach potential job outlets with more experience
than I had before. Also teaching a younger age demographic will help my teaching capabilities
and allow me to be more thorough with my lessons. Lastly, understanding how people
comprehend the information will help me assess each individuals strengths.
Theory

The theory that I am using for my project is the General Systems Theory by Paul Watzlawick. In
the packet the theory is broken into definitions of systems themselves and the theory behind
them.
Systems-A set of interconnected elements in which a change in one element affects all of the
other elements.
Systems Theory- views human behavior as the result of a series of factors that mutually influence
one another. The focus shifts from the individual to the whole.
These two ideas share the same concept that within a system the parts of the system can effect
one another. In humans the actions of an individual influence the whole of populace.
This theory also elements that it is composed of. These are important in noticing how a system
works according to Watzlawick.
Non-Summativity- The only way to view a system is to view it as a whole and not as the sum of
its individual parts. The whole is different than the sum of its parts.
Interdependence- The components of a system are inter-related. This means that each component
affects another and makes overall changes to the system itself.
Hierarchy- All systems have levels, or subsystems and all systems are embedded in other
systems or supra-systems. Each level can function independently of the whole system, but each
is an important part of the system.
Boundaries- Systems develop boundaries around the subsystems and themselves as a whole.
Human systems are open systems which means it is not possible to completely control

everything that comes in or out of them. This means that boundaries are permeable which can
vary from system to system.
Calibration/Feedback- All systems need stability and constancy within a defined range.
Calibration, or checking the scale, and the subsequent feedback to change or stabilize the system,
allow for control or range. Changing the standard (recalibration) is accomplished through
feedback. Feedback is negative when it maintains the status quo. Feedback is positive when it
produces change.
Equifinality- The ability to achieve the same intended goals using different methods.
These are all the attributes of Watzlawicks General Systems Theory.
Analysis
This theory has helped me immensely in understanding the structure and the ways my teaching
affects my students. I taught three boys Chance, Kennedy, and Dario. I realized how nonsummativity helped explain why my methods were not working at first with Chance. Nonsummativity states that a system cannot be seen as individual parts, but can only be viewed as a
whole. My methods were not working with Chance at first because I was only addressing him as
a problem and I should have dealt with all of the boys so he would not feel singled out. I should
have treated the boys as a unit rather than individual components at first. This way they would
have to use teamwork to solve their problems with my lessons.
Interdependence also played its role in my project. I noticed how Chances actions affected me
and helped me change my teaching style to best help the boys. Also how they motivated each

other to practice for the battle days we had scheduled. It was enjoyable to see all the elements of
our system learning and changing things together.
Hierarchy is self-explanatory Josh was the overseer, I was the teacher, and the boys were the
students. The boys were under my supervision and I reported to Josh.
Boundaries was a tough thing to deal with because we all contributed to one another and
knowing that human systems are semi-permeable helped me understand that I could not control
my boys. But yet they surprised me by overcoming my boundaries of feeling like a failure by
showing me that I was doing well as a teacher. They showered me with hugs and compliments on
our last day together and they taught me how interconnected we built our friendship system.
The boys showed me how to recalibrate my system of teaching by communicating to me that my
approach was too difficult for them in terms of learning powermoves. So I learned to explain
things in different methods and this feedback helped me change my perspective. Also Chances
feedback from his uncooperativeness was a direct result of me not listening to my boys at first. I
then started taking his perspective and the other boys perspectives into account.
I learned that in our system the goal was to get these boys ready to dance on their own as a
hobby or form of expression. Equifinality helped in understanding that although we may have
the same goal the means of arriving there may be drastically different. For example, Chance
learning a move that I never mentioned or taught.
Reflection
At first I was hesitant about working with children and my overall experience with teaching has
been with those who are already dancers. I found that in this project that my main concern with

teaching kids was their lack of focus, but to my surprise this was not the case with my boys.
Dario was so intent on learning these skills that it was inspiring watching his drive and focus.
Kennedy was consistent and balanced in his practice and was very group oriented the likes of
which I have never seen even in the dance community that I am a part of. Chance had problem
solving skills that baffled me because he always approached a skill many ways and learned new
tricks while messing with old ones. I honestly felt like I had been very fortunate in my choice of
students.
Working with Josh is always a pleasure and I have been a part of the B-Boy Federation since
2011. The B-Boy Federation was started by Joshua Perkins and James Karren back in 2008. The
Bboy Federation is a non-profit organization that showcases urban dance as a viable path to
success through practice, performance and education. The focus of the B-Boy Federation is to
help grow the dance scene in Utah and provide local dancers with an opportunity to develop their
skills. This is done through competitions, clinics, and exhibitions involving both local and outof-state dancers. The ultimate goal is to provide dancers with a chance to travel and to expose the
local scene to bboys from all over the country. By providing a forum to unite dancers and their
families in passion for their art, participants in the B-Boy Federation are inspired to succeed not
only on the dance floor, but in life itself. Josh is the main provider for the Feds content and
events. He has helped me achieve my goals much like I am helping Dario, Chance, and Kennedy.
This is my first time teaching a younger audience and now I feel like going back and helping the
B-Boy Federation teach more kids. I also made some new friends Dario, Chance, and Kennedy. I
feel more motivated and more understanding of the people I am teaching. This project has been a
great opportunity for me to broaden my horizons and it did just that.

My definition of civic engagement has remained the same. I still believe that civic engagement is
providing services to a community that needs it. The reason for this being that I provided a
service to a community of kids that needed the information that I have gained over my dance
career. I benefited greatly from this project because I learned about teaching methods and how
they can vary greatly depending on the audience and to change my style of teaching and
communication accordingly. The kids I taught benefited also because they learned a new form of
expression and grew rather quickly. These lessons are important because I will try my best to
communicate more clearly and try my best to help people understand. I can use this in everything
that I do in life including but not limited to my career, my classes, and my hobbies.
References
Perkins, J. (n.d.). ABOUT THE BBOY FEDERATION. Retrieved December 7, 2015, from
http://www.bboyfed.com/
Watzlawick, P. (n.d.). General Systems Theory. In Intercultural Communication Course Packet.
Tamra K. Phillips.

Date
9/18

Time
1 hour

9/24

1 hour

10/2

1 hour

10/7

1 hour

10/9

1 hour

10/14

1 hour

10/16

1 hour

Description
I was paired with a 13-year old boy child named Dario. He is of
Bosnian descent and very friendly. He learns very quickly, but
retains the information I am teaching at a slower rate so repetition is
key. He speaks his native language and is keen on sharing his
culture.
Today I was paired with two more boys in addition to Dario. Chance
a 15-year old and Kennedy a 14-year old. All of my boys are having
a hard time wrapping their minds around how certain skills are done
specifically windmills. Chance and Kennedy tend to keep to each
other leaving Dario out.
Dario obtained his first windmill today! This is rather surprising
because he was struggling with the idea last time and it also takes a
few weeks to learn. Chance and Kennedy were excited for Dario.
They all started talking to each other more and bonding.
Kennedy and Chance gave Dario a hard time today because of his
skin color. They told him that white people usually cannot dance and
were surprised to see him doing so well. I noticed that this statement
was comedic in purpose. The boys started to hang out and talk more
again today.
Kennedy and Chance became upset because they still have not
achieved their windmills yet making them feel inferior to Dario.
They were very rude to Dario so I had to ask them to leave. Dario
had a very productive practice, but I can tell that the opinions of
Chance and Kennedy are important to him. He continued practice
with a lonely expression on his face.
Chance and Kennedy are absent today it seems they may still be
upset with me for asking them to leave last time. Dario showed up
but was way less motivated to practice. He asked me if it was his
fault that Chance and Kennedy did not show up for practice. I
reassured him that they were angry with themselves because they do
not have what he has worked so hard to achieve. He started cheering
up towards the end of practice.
None of my boys showed up for practice today so I ended up
helping another mentor named Max. Max is a great teacher because
he breaks down his curriculum and makes it easy for his students to
understand. He is paired with two girls Lisa and Emily. These girls
were very polite and attentive. They were a tad bit behind my boys
in terms of skill, but they had a good time nonetheless. I enjoyed
helping Lisa and Emily because they asked very direct questions
about dancing professionally.

10/21

1 hour

10/23

1 hour

10/28

1 hour

10/30

1 hour

11/6

1 hour

11/13

1 hour

11/18

1 hour

Two of my boys returned today Dario and Kennedy. Kennedy

apologized to both Dario and myself. He told me that Chance is still
upset, but he also wants to come back because he likes our classes. I
told Kennedy that Chance is free to come back anytime and that I
am not angry with him. Kennedy finally got his windmill today and
him and Dario competed to see who has a better one.
I was excited to see that all of my boys were present today. Chance
apologized to us all and I apologized to him as well. I am also happy
to see my boys getting along again. Chance on his own time learned
how to do a skill called 1990. I was caught off guard because I did
not have that move in my curriculum because of the fact that it was
an advanced move. The other boys were astonished and started
serenading Chance with praise.
Today was battle day, the boys had their dance off with Maxs group
and they all had a good time. My boys had better powermoves and
freezes but Maxs girls had more flavor and personality in their
dancing. Dario showed us that he could do a backflip today and all
of the kids got hype from it. That kid learns quickly and isnt afraid
of injury.
This day I decided to do a lecture on Hip-Hop culture and its
origins. To my surprise Chances father happened to know a lot
about the era as well. He told us that he used to DJ back in those
days because it was the thing to do and he showed us the differences
between todays and yesterdays DJs. Chance also learned
something new about his father.
I taught the boys the difference between a showcase, a cypher, and a
battle. A showcase is more of a talent show where each dancer
shows their talent on a stage setting, but they dont have a direct
opponent. A cypher is similar to a showcase but it is done in a circle
and the dancers can be challenged. A battle is a straight competition
with a direct opponent and it is judged. The boys had the most fun
with cyphering.
The boys have finally displayed their areas of interest in the dance.
Kennedy likes to do freezes also known as stalls such as handstand
and babyfreeze. Chance is interested in powermoves such as
windmills and 1990s. Dario is interested in footwork and coming up
with patterns. They have shown me that they know all the
curriculum that I have taught and are starting to grow independently
as dancers.
Today is the last battle day. We are up against Joshs group today.
This battle is particularly special because both Josh and I are able to

11/20

1 hour

participate. This showed them what a full on battle between

professional dancers looks like. Joshs kids focused on having fun,
whereas my boys wanted nothing more to than win. We finished the
night off with cyphers and I noticed the differences in the skills that
were taught.
This is my last day with my boys. I never thought they would
surprise me so much by calling me out to battle against them. They
really understand the concepts I have taught them. I can tell that
they have been practicing on their own time. At the end of the night
I invited them to my crew practice at the University of Utah and we
concluded the teaching sessions.