Week 6 Thursday 16th
August 2012
Jacqui Dreesens
This
week there were two sections to the class, the first was inside focusing on using a memory
as stimulus and the second was outside
using the environment to dance.
Section 1: Inside
This part of the session started with a reflection of placement. First we had to choose a number from 1-10 which best described our experience, with 1 being bad and 10 being
amazing. Then we had to line up in the
space on a number line. In this line we turned to the closest person and discussed
why we chose that specific number.
I
choose the number 8, as my placement
was very positive, experiencing new learning such as going on camp, and
using the IWB, however I did not have whole control in planning and teaching,
which I felt I need to experience.
Once we finished
these discussions we spread out in
front of the mirror, so that
everyone could be seen. We then chose one
word that best describes our experience, shouting these out one at a time. I chose the word new, as I tried new things on my
rounds.
Using our word, we
had to come up with a movement which
best describes it. We then had to use this movement and face a different
direction, go on a different level, or change it slightly making a second movement.
We then formed groups of 5.
We
shared our two movements with each other. After sharing we taught our movements
to each other, putting them in a sequence.
Once the movement sequence was formed, Jacqui
identifies a motif developing within
the group. This is that each group is performing a movement then stopping
before they go to the next movement. She suggested including a transition between each movement making
it flow from one to the next.
While practising our
sequences, we had to think about our spatial
organisation and performing in unison,
which is doing the movements all at once.
The structuring
device, contrast, was then
introduced to the groups. This is a device that splits the group, in our case, into 2 groups and performs two different movements at the
same time. This means that while one group does one movement phrase, the
other group will do a different phrase contrasting the other group’s movements
in a different way, level or direction.
It is performed in unison, as each group does the same
movement at the same time; however the groups are contrasting each other with
different movements.
When practicing contrast, we had to again
think about our spatial organisation,
thinking about a different way to organise our bodies in the space, than our
unison position.
Another
structuring device was then
introduced to the groups. This device is called a canon, and involves a person performing a movement, then one at a
time the next person performs the same movement until everyone has finished,
then the person starts the canon again.
When
practising our canon, we again had
to think about our spatial organisation,
changing it from our previous position. We also had to think out speed, adjusting movements from fast to slow, changing the tempo of the movements throughout the
piece.
Once
we had practised each section unison,
contrast and canon, we then had
to put these phrases together creating a performance piece with a starting and ending position.
We then started to put together the whole class performance. With all the
groups in the space, we showed everyone our ending positions of our canons. 
We
then decided how we would transition
each group in and out of the space, into their spatial arrangement, to perform their pieces in the middle of the
floor. These transitions had to keep the intention
of our overall pieces clear.
Once
this had been organised, and rehearsed, as a whole class we walked
around the space, counting to ten.
Once we reached 10 we had to stop in the space and hold our original shape we created at the
beginning of the lesson.
Expanding
on this we continued to count, however you had to count individually up to the number
you identified at the beginning. My number was 8, so I counted to 8 then on
8 I held my original position for 8 counts then continued to walk for 8 counts,
then held my position for 8 counts and repeated this.
After
this we walked in a clockwise direction,
marching like we were in a routine. We continued this for a while then walked
into our spatial arrangement for our group performance to begin.
We
had now practised and were ready to perform.
Our
performance was to the song ‘We don’t need no education’ by Pink Floyd.
After the performance
we had time to reflect on how effective our performance was, in terms of what
looked good, and what we would change for next time.
This was the end of
section 1 we had a break and walked outside for section 2.
Motif:
The motif for the
lesson was focused around placement.
We used stimulus such as words, emotion, numbers, shape and gesture to display
the motif.
ISARE: Creative
Process of Making up Dance
This process is the model Jacqui used to guide us to make a
creative dance. It includes 5 steps:
·
Improvise:
experiment with moves.
·
Select: select
movement – what looks good, trial ideas and decide what to keep.
·
Arrange: arrange
the space through spatial organisation and group structures (canon, contrast,
unison).
·
Refine: rehearse
movement, and finalise ideas.
·
Evaluate:
what worked and what didn’t work.
Adaptation for
different VELS levels:
This section of the lesson could be used for all levels. However, the level of
scaffolding, support and the types topics used would vary depending the level of
the students.
Integration with other subjects:
This section could be integrated with any subject. For example:
- Science: You could get students to create a dance around floating and sinking. Students then create a movement phrase representing a particular focus question e.g. what does floating feel like? They could use a particular stimulus to describe this feeling through dance, e.g. a word, emotion or gesture.
- Mathematics: Students could create a dance around number. Choosing their favourite number, students could express the features of this number through dance.
- English: Using a book, you could choose a theme which the book represents and students have to create a dance around this theme from the book.
Main Arts Processes:
- Improvisation
- Creativity/Imagination
- Design
- Representation
Section 2: Outside
For this part of the
lesson we went outside and had a look at the environment around us. We had a look at the trees, and how they
moved in the wind and discussed this.
We then took part in Tai Chi taken by Jacqui. Tai Chi 'is an outstanding gem of traditional Chinese culture that is valuable in
promoting health, developing combat and self-defence skills, and
improving concentration and overall well-being' (Tai Chi Australia, 2011).
We performed a version of the lotus flower. Doing it twice, firstly by listening to Jacqui’s voice guiding us through the movements, then secondly by listening to our breath and the surrounding noises.
When practicing Tai Chi, there are 8 important points to be aware of:
We performed a version of the lotus flower. Doing it twice, firstly by listening to Jacqui’s voice guiding us through the movements, then secondly by listening to our breath and the surrounding noises.
When practicing Tai Chi, there are 8 important points to be aware of:
1. Softness: All movements should be relaxed. Exert no unnecessary strength.
2. Ideation: The mind leads and controls the body. Visualise the movement. Qi follows Yi (mind).
3. Slowness: Allows precise control and awareness.
4. Evenness: There should be no stops or gaps. Flow like a great river. Maintain control and coordination of movement.
5. Roundness: Seen in all movements. Limbs should be naturally extended yet relaxed and well rounded.
6. Differentiate Yin and Yang: (Substantial and Insubstantial). There is continual change from substantial to insubstantial. Avoid double weightedness.
7. Breathing: Should be fine, long, calm and slow. Relaxed and ultimately combined with the movements.
8. All Parts Move As One: When one part of the body moves all parts move.
(Tai Chi Australia, 2011).
Then we took part in Yoga also taken by Jacqui. Yoga 'is designed to generate health, happiness and a greater sense of Self' (Yoga Australia 2011).We performed
a version of the salute to the sun.
We then followed
Jacqui in a single file around the courtyard. She did many movements including skipping, running, holding balances,
spinning, and moving in and out of the space. We all copied Jacqui’s
movements in a canon type form, all ending around a tree.
Jacqui’s movements
reacted to the sounds heard outside
in the environment.
The last activity we
did involved a sculpture in the
courtyard. We all made a circle around the sculpture, then in groups, depending
on our colour of clothing, we had to mirror,
mould, extend or contour the sculpture.
Then in groups we had
to create a dance mirroring,
moulding, extending or contouring the sculpture, having a particular intent in the performance.
We performed these to
each group, the finished up with a discussion
about these performance.
Motif:
The motif behind this
section of the class was the environment. Seeing, hearing, feeling what is
outside and using this to create dance.
Adaptation for
different VELS levels:
This part of the lesson could also be used for all levels, and again the level of
scaffolding and support used would vary depending the level of
the students.
Integration with other subjects:
This section could be integrated with:
- Geography: Students could list a number of aspects in the environment e.g. the ocean, bridges etc. and create movements which best represent these features.
- Art: Students could create and draw sculpture, and label parts of the sculpture that could be mirrored, moulded or extended.
Main Arts Processes:
- Interpretation
- Representation
Personal Reflection:
The first section
of the lesson was very inclusive and supportive of different options and
styles.
It allowed us to discuss our placements thoughts openly,
with no judgement. It allowed for everyone to feel like there choreography was
important and eliminated anyone feeling anxious of their ability to create dance
moves. I really enjoyed creating the dances, especially in a group, as it
allowed for everyone to share ideas and create great pieces.
The second section
of the lesson was engaging and exciting. Exploring the outside environment
through dance was a great experience and really opened up my mind from an
inside dance approach.
References:
No comments:
Post a Comment