August 16, 2012
§ Using a memory as a stimulus
o
Could
use school holidays, lesson experience
o
Talk
to a partner about your experience
o
Students
moved into a long line in front of mirror
o
Show
one movement to sum up/illustrate your number
o
Come
up with a second movement - maybe facing
a different direction or different level
o
Share
movements with others in a group
§ Learn each other’s movements
§ Spatial organisation
o
Moving
around the space
o
Interacting
with others through movement
o
Levels
o
What
is the focus? Body part?
§ Transitional movements
o
In-between
movements to create flow
§ UNISON – all members perform movements
together
§ CONTRAST – creating shapes to show a
large difference to another
§ Contrast in group arrangement: one
part of the group will do movements while the remaining members will do
contrasting movements in a different way/different level/direction etc
§ CANNON (like an ocean wave)– explore
the use of time fast/slow
§ Finally put the three sections
together: UNISON>CONTRAST>CANNON.
§ Exploration of transitional
movements as each group comes into the middle as the other group moves exits
the middle.
o
Keeps
your intention clear.
§ Group then moved back into
individual arrangement
§ As a large group walking around the
space, count to 10 then hold your shape.
§ Each choreographed item needed to
include GLEFTS
- Gesture
- Locomotion
- Elevation
- Falling
- Turning
- Stillness
§ Next count your original number ie.
7 when walking. Walk for seven pronounce paces then stop at 7 and hold your
shape
§ Group walking in a clockwise
direction, march/ walk like you are in a routine then walk into your group
spatial arrangement creating interaction and using the space to find group
members.
Activity
1. Change spatial arrangement with one
group at a time moving into the middle and performing their arrangement (all
other groups remaining still)
2. Then all groups perform their
arrangement one more time at the same time
3. When finished this walk in circle
again and slowly individuals walk to the middle and hold a pose.
Reflection:
1. Theme: Reaction to teaching rounds
2. Stimulus: word, emotion, number, shape,
gesture
3. Express intention or rational
4. Creative process: go about making
dance
ISARE:
Creative Process of Making up Dance
§ IMPROVISED: experimental, questions,
collaboration
§ SELECTION: selecting movement – what
looks good, trial ideas and decide what to keep
§ ARRANGE: arrange this space, group
symmetry, structures: unison, contrast, cannon
§ REFINEMENT: rehearse so remember
movement, is this working etc, throw out ideas and keep what you want
§ EVALUATE: do you like what you’ve
done , if not how do you change it
Group
reflection:
How
effective was the unison, contrast and cannon? What looked good? What would you
change if you had to do it again?
Group
suggestions:
§ Change some of the transitions
§ Change spatial positions
§ Have to have smooth transitions
§ Transition to middle, how to enter
and exit
§ Ending position – hard to hold for a
long time
Ending
position is important as it is the last thing people see, it is what they
remember.
Site-specific
Dance
Tai Chi
·
Ancient dance performed by the Chinese
·
Promotes connections to the Earth’s elements
o
A lotus flower blossoming towards the sun
·
Used to channel the Earth’s energy
Yoga
·
Ancient Indian dance
·
Promotes connections to the Earths elements
·
Used to channel the Earth’s energy
In The School Setting
The ideas presented in this workshop could be adapted to satisfy the dance requirements in VELS across the school. While associating movement with feelings is listed as a focus in Level 3, students would be able to achieve this type of movement in the early years classrooms as it is based on memory and reflection.
The outdoors dances such as Tai Chi and Yoga would be useful from grades 3-6 as these methods of dance are found to be very peaceful and calming which may come in handy at certain time during the school year. As these styles also involve a large amount of history and tradition they would also be able to be incorporated into Humanities units were the focus is on other cultures.
The ideas presented in this workshop could be adapted to satisfy the dance requirements in VELS across the school. While associating movement with feelings is listed as a focus in Level 3, students would be able to achieve this type of movement in the early years classrooms as it is based on memory and reflection.
The outdoors dances such as Tai Chi and Yoga would be useful from grades 3-6 as these methods of dance are found to be very peaceful and calming which may come in handy at certain time during the school year. As these styles also involve a large amount of history and tradition they would also be able to be incorporated into Humanities units were the focus is on other cultures.
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