Workshop 4 African & Aboriginal Dance

Tribal & Aboriginal Dance

What we did today...

African and Aboriginal Dance

-ceremonial and ritual

-we spoke about the way african people chop and change their dances

-and how they usually represent an event or story. Aboriginal people used dance as a means to tell stories and inform the children of their histories. 

-As teachers we can work these indigenous dances over the curriculum (when looking at Africa, or Dance or Indigenous Studies or storytelling, Australian History etc)

-The talk and teach approach when teaching these dances ensure engagement. Learning and moving, a great way for students to experience these concepts. 

We firstly looked at the Zebra Dance.

-the activity is inclusive (all students can participate regardless of race, sex, religion etc)

- suitable for primary school but not all students can do it

-teacher-directed method (the way ballet is taught)

-cultural dance forms should be taught explicitly by a teacher. So not to offend the creators or portray the dance style incorrectly. 

History of Dance

-ballet- european royals

-transpired into jazz and continued with pop....to hip-hop to break-dancing to the Melbourne Shuffle!!

You can work these dances into the P.E curriculum as they develop students' balance, coordination and motor skills. 

Lesson Outline

Kingfisher Activity

-Jacqui introduced the activity by sharing a story about the kingfisher and how it is linked to the Indigenous culture. She asked us to use the green and blue fabric to dress as a kingfisher and learn the dance that is performed by the Wurundjeri people.

-while we learnt the dance, Jacqui was constantly sharing her knowledge, used movement language and spoke of how you could introduce this type of dance into the mainstream classroom.

Snake Activity

-We then moved onto an activity/dance that involved using chiffon as props.

-We began in a circle using the chiffon to enhance our movement and performance. Moving closer together we linked together to form a ‘centipede’ shaped motif. We created a spiral with our chiffon and finally ended the piece but moulding each other; spooning each other on the floor.

-while we laid there we discussed what this activity could represent or mean to the indigenous people. Ideas included fertility, lifecycles and other woman related topics. It was truly interested to be a part of such a ceremonial and powerful dance.

Tribal Dancing

-Jacqui then showed us a ‘warrior’ dance. We began the activity by looking at different animals and how they move through the jungle. We highlighted the way in which elephants move. Slowly and smoothly, swaying and holding the tail of the elephant in front. This became our focus for the final dance.

-Everyone hopped into groups and in a line, moved around (like a can can line). Moving in a straight line forcefully gave the impression of the strength and determination of each group, as if to scare the opposing group. 

Applying it to a mainstream classroom

Level 1 & 2: VCAA (2012) states that 'students talk about ways in which the Arts are part of their personal experience, as well as cultural and social events in their community.' If I were to introduce the activities explored today, I would strive to incorporate the wider community, with cultural dancers, festivals etc. 

Level 3: 

VCAA (2012) explains that at a Level 3 Standard 'a class presentation could feature the performance of a song from another culture in combination with a traditional dance and/or accompanied by a slide-show presentation featuring paintings and carvings which explore the theme of the song.' You could certainly implement any of the dances learnt today into the classroom. If integrated with a number of other strands, students would be challenged and engaged. It is important to recognise the training involved when teaching traditional bush dances. Teachers need to be conscious of the cultural significance of the dance when introducing them to the classroom. 

Level 4:

According to the VCAA (2012) students moving towards Level 4  'begin to research, and with guidance, analyse arts works to interpret and compare key features, symbols and cultural characteristics of arts works in a range of contemporary and traditional forms from different historic, social and cultural contexts." The lesson we experienced today would work wonderfully in a mainstream classroom as part of an integrated topic. 

Jacqui Dressens (2012) Dance Workshop 4- African & Aboriginal Dance, ECL410 Primary Arts Education, Deakin University, Burwood. 

Victorian Curriculum Assessment Authority (2012) Victorian Essential Learning Standards, Victorian Curriculum Assessment Authority, Victoria