Workshop 2: Inclusive Dance Education

Week 2 Thursday 19th July 2012

Jacqui Dreesens

Week 2’s lesson began with a warm-up by Jacqui Dreesens.

We followed Jacqui in a single file, copying her actions in unison, forming a large circle. The actions consisted of arms moving in different ways, bending our legs to show the different levels and percussion such as tapping our legs.

We continued to move around in a circle, mirroring Jacqui’s movements, until she came to a stop. Jacqui then started a canon, where she would hit a position e.g. arm out, then one at a time the person on her left would hit the same position, until everyone had hit the position.

Jacqui then decided to speed up the canon, by hitting another position before the previous canon had finished, creating a ripple effect of different movements.

Here you can see the canon in progress, with two different positions being used.

After this, the term retrograde was introduced to the class. This is where the motif/action is performed backwards, like a rewound video (TKI 2010). Once learning about the term, we put it into practise, by performing the movements backwards when Jacqui called the word ‘retrograde’ during our canon, therefore changing the direction of the canon.

Once the canon and retrograde exercises were complete, Jacqui began moving freely through the space, changing directions constantly. We would then stop and stretch, changing through the spatial levels. This picture shows us reaching to the sky with our hands on our toes, exploring the highest level of the space.

We then would continue to move around the space freely, then stop and complete a different stretch. Such as bending our knees and moving into the low spatial level.

Once again we moved freely throughout the space, until Jacqui called out a number e.g. 4, we then had to get into groups of 4 and hit a position which was mirrored and connected at some part of the body.  

We repeated this a number of times, with different numbers of people in each group.

Then we were told to get into groups of 7 people. In these groups we had to problem solve to find the most efficient way to have 1 head, 2 hands, 3 bottoms and 4 legs only touching the ground.

Then we got into groups of 3, to start the first activity of the lesson. In these groups we had person A, person B and person C.  Continuing on from the canon warm-up exercise, person A would hit a position, and then B and C would follow in a canon. Then person B would hit a position and C and A would follow. Person C would then hit a position and A and B would follow, then we repeated the order and continued the canon.

We then performed our groups to the class, having half the class in their groups perform first, then the other half second. The performance was improvised and allowed everyone to have a go at being a leader and a follower, maximizing inclusion of all students.

Staying in the same groups of 3 we started the second activity and explored the concept of Mirror, Mould, Extend.

Mirror is where one person hits a position, and another person comes in and copies (‘mirrors’) the position exactly.

Mould is where a person frames themselves around another person, forming a barrier over the previous position.

Extend involves a person expanding out from the original position in any direction, at any level.

While exploring with Mirror, Mould, Extend, we also had to focus on the entry and exit between each movement.

The entry was the introduction of the dance, mirror, mould, extend was the problem to solve, and the exit was the resolution of the dance.

We had to make sure we performed the movements including the entry and exit every time.

Continuing on, we collected a prop, in this case being a piece of ribbon, and continued to explore
Mirror, Mould, Extend with these props.

To make it more challenging, we decided to do a whole class Mirror, Mould, Extend using our props.

Two people began the whole class performance, they could choose to mirror, mould or extend. In this case they have extended.

Then other dancers were then able to enter and choose their position.

 This was continued until the whole class was included.

Once in this position, we had some dancers, use their props to weave, change spots and contour the shape of the picture.

Then just like the entry, one at a time the dancers exited, in a retrograde fashion.

For the final activity, we go into partners, and decided that one person would blindfold themselves with their ribbons, and the other person would lead them around dancing through the space.

After each partner having a go at this, we continued to do this in a speed dating way. You would start off with your partner, then when Jacqui said stop, the leaders would leave their blindfolded person and change partners.

To finish off the lesson, we were able to explore with our props, and try to spell our name using these.

Our warm-down consisted of a number of stretches, cooling down our muscles.

Motif:

The motif for the lesson was inclusion. Jacqui stressed the importance of inclusion in dance, making sure the class feels safe, comfortable and supported enabling them to take risks. This lesson has shown that dance is for anybody and everybody, no matter what your skill levels are, therefore we need to make the classroom feel this way when teaching dance. 

Adaptation for different VELS levels:

VELS Level:	Adaptation of lesson:
Level 1	For level 1, I would allow students to explore with the Mirror, Mould and Extend activity. This is less structured and allows students to explore the use of their body in relation to others.
Level 2	VELS level 2 states that students ‘begin to select, arrange and make choices about ways of using arts elements, principles and/or conventions’ (VCAA, 2009). For this lesson, I would allow students to explore with the Mirror, Mould, Extend activity, in small groups as well as in the whole class situation, making them think a little more about the ‘whole picture’.
Level 3	For level 3 I would give students time to explore with Mirror, Mould, Extend, and then introduce canon as a whole class.
Level 4	I feel that this lesson was best suited for a VELS level 4 class, therefore I would use similar activities  for this style of dance.

Integration with other subjects:

• Health: focusing on inclusion, belonging and acceptance of others. 
• ICT and Literacy: making a photo story of mirror, mould, extend.
• Maths: by having students time how long it takes to complete a canon with the whole class, then try to beat this time.

Main Arts Processes:

•  Improvisation
• Creativity/Imagination
•  Design

 

Personal Reflection:

This lesson for me felt very safe, supportive and inclusive. It catered to many different preferred learning environments, being wholes class, small group or individual work. I felt as though I was able to express myself as a dancer, and felt not afraid to have a go even if I looked funny doing it.

The activities challenged me to think outside the box, to problem solve and to perform improvisation.

I was very nervous for the blindfolded activity, as I am not used to trusting many people, especially people I did not know. However, the activity  gave me the opportunity to trust others around me, and by the end of the activity I was a lot more relax and would do it again, as it turned out to be quite fun.

Overall, I found the lesson to be very engaging and enjoyable. It again tested my skills as a dancer, and taught me many useful tools for me to take into the classroom.

References: 

TKI 2010, Dance Glossary, New Zealand Ministry of Education, retrieved 17 July 2012, <http://www.tki.org.nz/r/arts/dance/glossary_e.php>.

Victorian Curriculum and Assessment Authority [VCAA] 2009, Prep to Year 10 Curriculum and Standards, State Government of Victoria, retrieved 17 July 2012, <http://vels.vcaa.vic.edu.au/vels/>.