A few students with prior twirling experience were given the opportunity to work on more challenging skills. This collaboration was a great opportunity for the college twirlers to practice their teaching skills and have a chance to connect with junior high students. All Kilgore College Twirlers are required to take a kinesiology class as a PE credit. During this time they practice routines for football games and other performances. In order to support the art of twirling, Mrs. Keitt has incorporated other skills into this class. The KCTs learn to chart music, choreograph routines and teach others how to twirl.

Those in the class are eager to share their love for twirling and their knowledge of twirling skills by taking part in this “Service-Learning” program.

Jeri Coke, a West Rusk alumnus and former KCT, began working with West Rusk twirling lines in 2007. At that time, she recruited candidates and taught each one to twirl. The twirling line has been very successful and is growing each year.  “I have been blessed to work with a fantastic group of girls and a wonderful band program.  Restarting a program is never easy, but this truly has been a very rewarding experience. I feel like the entire school has supported us. Having the KC Twirlers here was such a boost, and it gave the girls an opportunity to see that you actually can twirl after high school!”

The following is information about the Kilgore College Twirling Service-Learning Program:

Service-Learning is defined as a teaching and learning strategy whereby students perform public service to benefit the community in order to achieve a course’s learning objectives and fulfill personal goals.  Overall, both learning and service are emphasized.

• It benefits both the college and students by:
• Improving student preparation for work and transfer to senior institutions
•  Improving student satisfaction and retention
•  Enriching the curriculum
•  Monitoring the relevance of academic material
•  Meeting community needs
•  Increasing learning opportunities
•  Improving linkage to the community
•  Reorienting educative process to meet human needs
•  Meeting the college’s conception of educational roles
•  Generating community support