Lecturer: Jaqcui Dreessens
Our very first workshop began with a discussion of 'Why you wanted to do this class/dance'. We wrote this on pieces of paper and a few were read out to the class. I personally joined the class because I love to dance and the idea of being able to know how to teach children to express themselves through artistic movement. As we were all a bit stiff and awkward to begin this unit with, we began our 'dancing' by simply following Jacqui's movements.
These movements were to rid our apprehension of the large mirror as I am sure most of were not used to the idea of dancing in a class. These movements were shaking, the vibrating of hands (to destress), stretching, hands on head, toes, then we began running around the space in different directions. As we ran into the spaces, we freezed at different levels (eg. touching knees & head), stomped, yelling our names and so on to get comfortable with the area.
Fish
The class then acted as a whole school of fish, contracting and coming close together while following the movements of a leader in unison as we changed leaders and direction of the group. The outside students were to move in after they lead so everyone was able to have a turn. We did this to calm and oceanic music and had an image of fish and a poem projected on the screen for inspiration. Out movements mimicked those of fish.
We then went into small groups to create a sequence of our 'school of fish' with a introduction, middle and end. We had to look at the macro perspective (What, how, where) creating the intention and movement vocabulary. The teacher provided the structure and the students provided the movements.
All the groups had a repeated motif; vibration with slight changes.
After we created and practiced our sequenced, each group performed it one after the other directly. We then discussed the use of poems and task cards that prompt children to think of how to show adjectives as movements and that it could be related to science (biology of fish). Task cards are for Grade 5/6 while dancing with preps should not use group work.
We ended the class moving together as one Anemone first as individuals, then as a whole class. We shared thoughts on being a part of it.
Teaching Implications
At Level 1, students create performances 'that express and communicate experiences, observations, ideas and feelings about themselves and their world' (VCAA, 2009). In my current placement with Preps, we are studying an inquiry unit on animals. This dance lesson on fish could be integrated that as they must express and communicate with their actions ideas and information that they learn on certain animals- whether this be fish, big cats, birds, etc. To do this, they would need to really think about and apply knowledge of where these animals would be and what kinds of features they have to move with. They would need to show what this movement would look like thinking about the speed, space, organisation and levels of movement. For example, if they were ants they would need to follow each other in one straight line and if they were birds they would need to be moving swiftly at first level.
References
Dance photos Workshop 1 2012, Deakin University Burwood Dance Discussion Forum, DSO
Victorian Curriculum and Asessment Authority 2009, 'The Arts- Level 1' <http://vels.vcaa.vic.edu.au/vels/arts.html>
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