Tutorial 5
For our fifth tutorial we looked at Gumboot
Percussion, which comes from an African tribal dance that uses stamping and
body percussion. I found this lesson to be my favourite as I enjoyed the music
we made with our bodies and have done percussion pieces before as a dance
student at Bodies In Motion Dance School.
We began by learning a few combinations of
steps (step ball change, slapping of the leg and chest etc). We did this in a
circle and learnt them slowly and gradually adding on once everyone was
comfortable. When teaching a younger grade, Jacqui stressed the importance of
making the movements achievable and appropriate to the specific level to ensure
success and engagement.
Once we had learnt these combinations,
Jacqui added words or chants that were associated with fire and we called out
these chants as we walked in a circle. Jacqui explained that the movements need
to be very loose; a swaying movement almost. The dances including clapping,
stamping, hopping, tapping and was quite vigorous as we used our whole body.
Finally, we joined all the combinations together. Below is footage from the lesson.
It is important to mention that we
stretched continuously throughout the lesson. As said previously, the movements
are quite strenuous on your legs and arms and as a teacher it is crucial to
ensure the safety of your students and this includes practicing safe
stretching. When doing this, teachers must check the students form, how they
are placing their legs, knees bent etc to make sure they are benefiting from
the stretch rather than damaging joints and muscles.
The second part of the workshop, Jacqui asked us to separate into our assessment groups and create our own percussion piece. This activity provided students to take initiative and express themselves rather than simply copying the teacher. The activity also promoted inclusivity and encouraged group work and cooperation. All pieces were very different and incorporated a range of different movements from clapping on the flooring to using stamping and hopping. 
To finish the lesson, Jacqui showed us a game to play. She noted that the game does require students to sit out to find a winner but teachers can consider the behaviours of their students before playing the game. It is quick and involves a lot of thought and concentration.
Different Levels
I think all levels would truly benefit and be challenged by this
lesson. I had a ball learning and know I would love teaching it to younger
grades.
Level 1: While Prep student may have some difficulty learning the
combinations we learnt today, teachers can still introduce movements like
stamping, clapping and tapping to a beat or to a song which can then be further
developed into a dance as the class progresses.
Level 2: As explained previously, the steps in today’s lesson would be
adapted to suit a level 2 classroom. I think that students would be engaged and challenged. When stretching I would be sure to keep a close eye on all students and model the stretches to ensure they are being safe and stretching correctly so not to harm themselves. The final game we played may be too difficult for Level 2 students but a similar game could be played that is suitable age and ability wise.
Level 3: According to VCAA (2012), at a Level 3 Standard students explore
‘traditional dance’ which we have looked at in today's lesson. Gumboot Percussion could be explored as a integration topic when looking at African culture and traditions.
Level 4: Linking to VELS, students working towards Level 4 should be 'learning about ways to design, improvise, represent,
interpret, make and present arts works that communicate feelings and their
interests and understanding of themselves, their relationships and other
people.' (VCAA, 2012) The key words that can apply to this lesson are 'interpret, make and present'. In the second part of the lesson, we were asked to use what we had learnt (interpret), and create (make) our own piece to present to the class.
Jacqui Dressens (2012) Dance Workshop 5- Body Percussion & Soundscapes, ECL410 Primary Arts Education, Deakin University, Burwood.
Victorian Curriculum Assessment Authority (2012) Victorian Essential Learning Standards, Victorian Curriculum Assessment Authority, Victoria
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