WORKSHOP 5 - BODY PERCUSSION AND SOUNDSCAPES

Lecturer: Jacqui Dreessens
September 6, 2012

Topic: Body Percussion & Soundscapes
Context: Who: Grade Prep working towards VELS level 1 When:  Introduction to patterns as part of a maths unit   Where:  In classroom What:  Students to find patterns in sounds that can be transferred into their mathematical thinking Why:   Introduction into patterns as outlined in VELS, students will progress to recognising patterns in shapes, colours, etc
Theme: Describe the micro perspective – focus on specific movement/dance content ·      Students will be working to recognise patterns in sound, movement, and levels. ·      Body parts that will be used are hands (clapping, tapping on knees, head), feet, and whole body. ·      Differentiated patterns (fast, slow, loud soft)
Learning outcomes – the children will be able to…. Cognitive: Create sound patterns on their own. Psychomotor:  Coordinating hands, eyes and listening to pick up changes in sound and positioning Affective: Listening to others and the sounds being made.  Working together to create the patterns with whole body
Assessment As the patterns change during the sequence, students will be assessed on their ability to follow the patterns in movement and sound. They will further be assessed on creating their own patterns using body percussion and movement. Students will be assessed according to VELS Level 1 in Mathematics: They explore patterns in number and space by manipulating objects according to simple rules Students will be assessed according to VELS Level 1 in Dance: Express and communicate experiences, observations, ideas and feelings about themselves and their world.
WHAT - content	HOW – strategies and approaches
Warm up – clapping hands together as a group, listening to the beat, tempo and for any changes in the pattern.  Moving to tapping hands on knees/floor.	Management of children in the space safely Students in a circle Teacher as part of circle Establishing rules and expectations of behaviour Introduction of folding hands in lap when time to stop.  Explained at the beginning of the lesson and when speaking is appropriate Students to follow pattern introduced by teacher and then control passed to students Safe dance practice of physical skills Students will begin lesson sitting on the floor with their legs crossed and progress to moving around in a circle/around the room.  Ensuring movements made cannot harm others. Eg, flailing arms/feet. Aesthetic Awareness As this lesson is to recognise sounds and patterns in movement, speaking will be used at appropriate times to allow being heard without shouting or raising voice. Terms such as slow and fast, loud and soft will be used with students of this age group. Patterns of other objects will be used to link in lesson with patterns in other items Pace and length of each activity? To ensure students do not on get uncomfortable on the floor, activities in movement will be taken in 10-15 minute intervals
Development  - Exploration This activity will challenge students with their hand eye coordination as well as listening to each other.  May be able to move to use whole body’s (stamping feet) Individual movement on their own but still within the group Whole activity will be performed as a whole class.
Culminating Dance  - Presentation As part of this lesson, there will be no presentation as students are exploring pattern in movement and sound as a whole class
Discussion – Memory integration What do use notice about the sounds I am making. What can we add in to make the pattern bigger? How can we use our bodies to create a pattern? Possible artistic changes or developments? Can we see patterns in other places?  In the classroom
Closure Another whole body movement pattern with control given to the students. Consolidating ideas about patterns
References: Victorian Curriculum and Assessment Authority, 2009, The Arts, retrieved 15 September 2012 <http://vels.vcaa.vic.edu.au/vels/arts.html> Victorian Curriculum and Assessment Authority, 2009, Mathematics, retrieved 15 September 2012, < http://vels.vcaa.vic.edu.au/vels/maths.html>