Introduction
-recap on last week’s performances
-creativity
-conversation with peers- how did you
approach the task?
-we then looked at a blog sample (so great
to have so many samples to help with own.)
Last Week (Activity I missed)
-students were asked to portray in groups,
a school of fish in the Great Barrier Reef
-purpose- being chased
-ocean themed music and each group
performed individually
-we then discussed any positives and
challenges that came out of the task. My peers explained that one of the
challenges was ‘they were unsure as to when they should finish.
Discussion
We then discussed the following:
- the idea that children love/hate
drama/dance because of improvisation
-it’s important when teaching dance, children
need to know that they are supported by the rest of the group if they feel
comfortable.
-asking questions within the activity “who,
when, why.”
-don’t force children to dance!
-our culture portrays dance as a girls/gay
thing and it doesn’t have to be.
-dance is a movement language (the body
moving in space)
-as a dance teacher you need to teach them
this language. You do this by clear intentions and questioning.
-variation is crucial in dance otherwise it
gets boring and repetitive for students (similar to seeing fabulous in the same
paragraph 4 times!)
-remember to always give feedback and;
-as a teacher, ‘set it up’ , more slowly
through the lesson, make sure the students feel comfortable and remember to
warm up!
Watching and
Responding-Video
-watch video
-question to pose to preps (open-ended)
-In dance, use ‘how’ questions to start
your questioning…’how do they move their bodies to show they are a fish?’ And
then continue with more questions…’where are they moving to?’
We then learnt about the acronym SSSPVC
which is expanded into:
Suspended
Swinging
Sustained
Percussive
Vibratory
Collapse
And then discussed the components- Time,
Space & Movement, and related it to last week’s performance. We had to
create questions that relate to the groups performance. Some of these included:
What body parts are moving?
Where could they be?
Why did they move in different directions?
How did they use the space in the
performance?
We were then asked to draw a floor pattern
of our performance (which I was unable to do as I did not complete the task but
observed others. This is a great way to integrate with art, visual arts and
responses could be written to integrate literacy.
Dance Activity
-The groups formed a circle and followed
Jacqui in canons. She also did these movements in retrograde (in reverse) and
encouraged us to explore movement vocabulary. This was very inclusive as the movements were not hard and having the circle encouraged equality. The canon activity for us, engaged and brought focus to our lesson. Jacqui is very good at discussing concepts and reasons for her approaches while teaching at the same time, a method I hope to use as a graduate teacher.
-4, 3, 2, 1 Activity (my own name for it) We moved into a group of 8. Jacqui explained that we needed to create a picture or pose that has ‘4 bums on the floor, 3 hands, 2 feet and 1 head.’ This was a great activity, so good in fact, I included this in my lesson plan for the first week’s task.
-We explored Extend, Mirror and Mould in
groups of 3.
-We then used scarves as props and worked
in whole group using the scarves to mirror, mould and extend the whole group
‘picture’
-We then used the scarves to explore the
importance of catering to students with disabilities. Scarves were used to
cover our eyes and in pairs we moved around the room. Students with scarves
over their eyes were guided by partners palm (on hand) to move around the room
moving in between other people.
Applying it to a mainstream classroom
Different Levels
This lesson was highly inclusive and fun. Appropriate language was explored and used and students were constantly engaged, using props, moving from different activities and discussing ways to adapt the lesson to apply to students with disabilities.
Early Years:
Looking at early years students I feel that some of the language would have to be adapted so understanding is met. When in the circle, looking at canons, I would ensure that all movements are simple and easy to do to allow comfortability and safety of all students. The younger students would love using the scarves and other props but you would need to consider the dangers with using them and the behaviour management you use in the classroom.
Level 1-2:
Students at this level would find this lesson a lot easier than the younger level. You could adapt the language used slightly and look at (slightly) harder movements when looking at canons. I also think the students would really like the game we played (4,3,2,1).
Level 3-4:
VCAA (2012) states that students 'learn about ways to design, improvise, represent, interpret, make and
present arts works', which matches what we did today. Looking at Levels 3-4, I don't think I would change a whole lot. The language used is appropriate and most students would understand the concepts being explored. I think maybe more time could be spent on these concepts (extend, mirror, mould) but they could certainly be introduced in these levels. The activities worked well today and feel that students would enjoy the content. Students are also old enough and mature to understand reasons and benefits of doing an activity like blindfolding a partner and could discuss the impact of disability maturely.
Jacqui Dressens (2012) Dance Workshop 2- Inclusive Dance Education, ECL410 Primary Arts Education, Deakin University, Burwood.
Victorian Curriculum Assessment Authority (2012) Victorian Essential Learning Standards, Victorian Curriculum Assessment Authority, Victoria
Jacqui Dressens (2012) Dance Workshop 2- Inclusive Dance Education, ECL410 Primary Arts Education, Deakin University, Burwood.
Victorian Curriculum Assessment Authority (2012) Victorian Essential Learning Standards, Victorian Curriculum Assessment Authority, Victoria
No comments:
Post a Comment