#elementsofdance

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.*

“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

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.

“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

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.