Arts Education
week 8 4/5/15
body perscussion and soundscapes
AusVels
Level 3 & 4 Dance- Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices (ACADAM005)
(Australian Curriculum, Assessment and Reporting Authority 2015)
Other year levels
With younger year levels, this would be very engaging by using a variety of body parts to create different sounds and develop contrasts between each.
With grade 5 & 6 students they could work together to create their own comparing a natural to man-made. Older students could also record themselves creating sounds to use alongide movements.
Teacher Perspective
This is a great activity in the classroom as students are able to become aware of their bodies and how it can be used to create music and movement alongside one another.
Students need to be able to analyse an object or event and critically think about how they can represent this. This could link well to young children learning about weather to older children learning about natural disasters.
Students are introduced to body percussion and soundscapes where through movement students can create simple sounds which help give meaning and put it into context. As this is quite easy, this would be aimed at grade 3 & 4 students.
Students began by starting in a circle and recreating teacher actions when the teacher made eye contact. This involve clapping loudly to rubbing hands together. Students were instructed to try and stay focused and listen to the sounds they were making and creating as a group. This activity involved cannon as it was moving around the circle. The class then guess what was happening through the sounds, relating to nature and in this instance it was a storm with wind, hail, thunder and light and heavy rain.
The next activity involved the students to think about something man-made and to assist students something they do before coming to school. The students then work together in small groups to create movement with sound to represent this object/event. The rest of the class then have to guess what the object is and how it is being used.
Above shows the class activity containing things such as moving from slow movements to fast movements to create a build up which then leads to a final climax of the storm. This build up is also done through the use of cannon as one student is starting and gradually the sound increases as the rest of the class joins in. Students also move backwards, demonstrating retrograde to define the ending of the piece and making everything quiet again.
Students then work in small groups to develop a man-made object. The above group has used a kettle for their inspiration and by standing in a circle demonstrate the body of the kettle. By moving from different levels students demonstrate the water boiling. Students used a range of body parts to create different sounds in different volumes.
week 9 11/5/15
hip hop assessment
To introduce students to hip hop if you don't feel comfortable with teaching, Youtube is an excellent resource to teach children and allow them to follow along. With hip-hop it should be highlighted to students to have sharp and quick movement. This discussion can be prompted by watching Youtube clips of hip-hop dances and discussing similarities between the videos; graffiti, concrete floor and sneakers. As the students are performing quite difficult steps, this would be suited for grade 5 & 6.
Students are asked to follow a video and learn some dance steps. They are then split into groups and given a task card about then circulatory system. Students then need to use techniques they have just learnt to interpret the movement of the heart and create a connection between each small group.
Students then work in a large group to create a routine. As a class the students are all given the same steps: 2 star jumps, stretch to both sides, punch stretch to both sides, then 4 punches forward,
hop skip to side top create square shape. The students are then split into two groups, and asked to use a range of elements, organisation skills and principles to adapt the routine whilst also incorporating three steps from the videos watched.
AusVels
Level 5 & 6 Dance- Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
Level 5 & 6 Dance- Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
(Australian Curriculum, Assessment and Reporting Authority 2015)
Other year levels
For younger year levels it is important to have simple steps and only have 3-4 steps to develop and work on, focusing hard on making the steps defined and sharp.
For middle years students, they should be able to use the base moves and adapt it to themselves to a slower beat and in smaller groups so all voices are heard.
Teacher Perspective
This is a lesson which can be used to incorporate aspects of health and can give students an understanding of how the circulatory system works.
Students are also able to work as a large group and therefore need to work together to develop their ideas.
Students use unison to create a dance team. By making their movements sharp they are able to be easily identified as hip-hop dancers. Students use time and stop dancing to create a point of difference and interest within the dance. Students also use constrast towards the end of the dance to seperate the group.
