Feb 27, 2018
#ElementsOfDance #TheFoundation #Dance #Roots
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#ElementsOfDance #TheFoundation #Dance #Roots
Dance By Chance
I really enjoyed this activity. It has a surprise factor, minimal instruction and allows for students to participate according to their comfort level and knowledge.
Step 1: each group is provided with a set of 2 dimensional shapes. Students are asked to create a pattern using all of the shapes.
Students can have a gallery walk to look at all the different patterns created by their peers.
Step 2: Students are to create a movement sequence that reflects the pattern they created with their shapes. Each shape has been assigned a dance element.
Step 3: Ask for volunteers to share with the class
*Teacher Tip: Dance can be uncomfortable for students, and not all students will want to share, and that is okay! NEVER assess the final presentation. Focus on the process of how they created and organized the presentation/sequence.*
This activity is excellent in activating creativity in students because there is no right or wrong way to organize the shapes into a pattern. Students can be as simple or complex as they are comfortable with.
“It is the creative movement making and exploration that is important rather than the dance performance itself (Gibson & Ewing, 2011, p. 37).
During our tutorial we revisited the Elements of Dance and explored the element of Space.
SPACE: where the body moves, including level, dimension, direction, shape, active space, positive space, negative space, planes, pathways, general space, personal space and performance space (ACARA, 2013)
Throughout a variety of group activities we explored the nature of space through stimulus words:
Travel, turn, leap, contract, expand, freeze
Arrow (linear), wall (2D), ball (bend/curve), screw (twist)
Above/below, retreat/advance, through/around
Forwards/backwards, left/right, side to side, up/down
Using these words we had to consider the nature of space and create imaginative movements that reflected the stimulus. These activities aimed to develop our understanding of the specifics of Space as an Element of Dance. Participating in these activities allowed me to develop a strong understanding of Space, informing my future teaching practice.
One strategy to help students develop their understanding of dance concepts is to create a Video Glossary. This learning experience allows students to engage and participate in the learning process, helping them to develop a deeper understanding of the language and elements of dance.
References:
Australian Curriculum, Assessment and Reporting Authority (2014). Elements of dance. Retrieved May 24, 2014, from http://www.australiancurriculum.edu.au/Glossary?a=TheArts&t=elements%20of%20dance
Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave MacMillan.
REVOLTING CHILDREN – Bachelor of Primary Education, Year 3
Tutorial: Thursday 12-2pm
Holt, E. (2014). Revolting children. Retrieved May 17, 2014 from https://www.youtube.com/watch?v=Fueeu0Qvhvw&feature=youtu.be
GOALS OF CREATIVE DANCE (Gibson & Ewing, 2011, p. 38)
Integrating creative dance in the early childhood, primary and middle years curriculum aims to enable students to:
Enjoy moving creatively
Know their bodies and feel comfortable with and confident in them
Express ideas and feelings through movement both individually and collaboratively
Apply artistic elements such as time, shape and energy and structure to their movement
As teachers, we are the key to providing students with rich, sustained, rigorous learning in each of the subjects in the Arts (Meiners, 2013) that allow them to express themselves creatively. When teaching Dance, we need to teach in a way that every student is able to identify with, and express themselves through their own movement.
As teachers we need to teach children how to move their body through varied movement qualities to express and enhance their thoughts and feelings. During our tutorial we explored different movement qualities, through the Element of Dance, Dynamics.
In small groups we developed an understanding of how the body moves, the energy and force behind movements, and dynamic qualities of movement, through dance and creative movement. Using the music stimulus “Revolting Children” from the musical “Matilda” (2013), we then created a dance reflecting the themes of the song through different movement qualities. Working as a whole class allowed us to develop skills of collaboration and teamwork and allowed us to gain an understanding of teaching in a whole class context.
References:
Holt, E. (2014). Revolting children. Retrieved May 17, 2014 from https://www.youtube.com/watch?v=Fueeu0Qvhvw&feature=youtu.be
Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave MacMillan.
Meiners, J. (2013). Dance education in australian schools: roundtable 2013. Retrieved May 17, 2014, from http://ausdance.org.au/uploads/content/projects/DEAS/Jeff_Meiners_DEAS2013.pdf
“The body is the instrument and the medium for expression”
Dr Katrina Rank, Manager of Education and Training – Ausdance Victoria
Through dance, students get to explore their ideas though movement, both individually and collaboratively, and develop knowledge, understanding and skills to communicate ideas. “Learning in dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation (ACARA, 2013).
During our tutorial we explored the Elements of Dance and how they create and communicate meaning.
ELEMENTS OF DANCE
Space: where the body moves, including level, dimension, direction, shape, active space, positive space, negative space, planes, pathways, general space, personal space and performance space
Time: when dance occurs (how long it takes), including metre, tempo, momentum, accent, duration, phrasing, rhythmic patterns, stillness and beat
Dynamics: how dance is performed, including weight, force, energy and movement qualities
Relationships: associations or connections occurring when the body dances
PERFORMANCE SKILLS
Strength
Coordination
Balance
Flexibility
Stamina
During the tutorial we explored both the Elements of Dance through creative movement using the Performance Skills of Dance as stimulus. The focus during the lesson was on creating and experimenting with different movements, rather than the end dance performance itself. By participating in various activities and focusing on developing and understanding the elements of dance, it allowed us to gain a greater understanding of the elements of dance, and how we could develop and apply these in our own teaching and learning experiences.
Resources for Teachers:
The Australian Curriculum, Assessment and Reporting Authority provides teachers with detailed information about learning in dance: http://www.australiancurriculum.edu.au/thearts/learning-in-dance
References:
Australian Curriculum, Assessment and Reporting Authority (2014). Elements of dance. Retrieved May 11, 2014, from http://www.australiancurriculum.edu.au/Glossary?a=TheArts&t=elements%20of%20dance
Australian Curriculum, Assessment and Reporting Authority (2013). The arts: learning in dance. Retrieved May 11, 2014, from http://www.australiancurriculum.edu.au/thearts/learning-in-dance
Dynamics- movement qualities and efforts
Movement qualities are important throughout dances as it helps to abstractly portray emotions or situations.
Section 1 I used: collapsing, and sustained movement. Section 2 I used: sustained, vibratory and percussive movements. Section 3 I used: swinging, suspended and oozing movements.
Combined with these movements I used Laban’s effort actions to add extra impact to the dance.
Section 1 I used: wringing, punching and slashing. This was to show an abstract version of the car crash. Section 2 I used: pressing, flicking and dabbing. I used to show the confusion between two sections. Section 3 I used: floating and gliding. This I used to show the happiness and freeness of the section.
Dynamics- energy
The whole dance is high energy even though it may not be considered fast I still put the same amount of energy in.
Dynamics- weight
Sections 1 & 2 are heave weighted because it give the effect of falling and dragging which is the feeling I am trying to portray.