This week in dance, we embarked on a mini-revival of the "Hairspray" musical which was quite worthwhile. However, as always, the importance of the warm-up was stressed and I decided to reflect for a moment on that. I believe that dancing, and physical activity in general, is a significantly different activity from those that primary students are accustomed to in the classroom. Dancing not only involves significant physical movement and flexibility (compared to sitting in the classroom), but it also requires a certain degree of coordination and associated thinking. Because the skill sets and areas of the body/mind involved are so different during a dance lesson, it is essential to warm-up the students. The more physically warmed-up the students are, the more smoothly the lesson will go. Therefore, a major implication that I've soon learned in this second dance workshop is that it is acceptable, encouraged rather, to spend a sizeable chunk of time on the warm-up aspect (typically 25% of the class time!) In the past I would have guessed only a 5 minute warmup (or less) was necessary.
Today, we spent 15 minutes warming-up to play three different games. The first game was a sort of "tag," where the aim was to tag and link everyone in the class. During the pursuit, we were required to assume special levels and locomotion methods (skipping, hopping, jumping, walking backwards, etc). Following that exhausting game, we played a "huggies" game; we formed groups bonded in a group hug based on the number and geometrical position the teacher shouted out. The final game involved following the leader in 4-person train, with each member improvising a particular style of movement such as swinging, sustained movement and walking with percussive sound elements. What I found particularly valuable in all three games was the cooperative element; each of us in the class had to work together if we wanted to have a successful go at the game. There was a no talking rule in all the games as well, which made non-verbal cooperation quite critical. What I also found particularly meaningful were the improvisation and quick-thinking elements. In dancing, it seems that it is important to be fluid and able to respond quickly, especially during an up-tempo song!
In the body of the lesson, we focused on dynamics - how the movements were controlled and implemented in our routines, set to the musical Hairspray. I found it challenging to switch quickly from one movement quality to another (eg sudden, sustained, heavy, light). There was of course an emphasis on routine, starting with the introduction of multiple 4-count dance sequences.
In the end, we were able to come up with a fairly synchronized routine across the class which was impressive. But as in all subjects, there was clearly a wide range of fluidity and competency in the execution of the number; I would be towards the lower spectrum of that. In future classrooms, I'll definitely understand this quite well with the not-as-coordinated students! However, as long as they engage in the topic and express through their body in their own way, it will have been a good lesson; as this one was for me!
References
NSW Department of Education and Training. 2000. Creative Arts K-6 Syllabus. Sydney: DET.
Today, we spent 15 minutes warming-up to play three different games. The first game was a sort of "tag," where the aim was to tag and link everyone in the class. During the pursuit, we were required to assume special levels and locomotion methods (skipping, hopping, jumping, walking backwards, etc). Following that exhausting game, we played a "huggies" game; we formed groups bonded in a group hug based on the number and geometrical position the teacher shouted out. The final game involved following the leader in 4-person train, with each member improvising a particular style of movement such as swinging, sustained movement and walking with percussive sound elements. What I found particularly valuable in all three games was the cooperative element; each of us in the class had to work together if we wanted to have a successful go at the game. There was a no talking rule in all the games as well, which made non-verbal cooperation quite critical. What I also found particularly meaningful were the improvisation and quick-thinking elements. In dancing, it seems that it is important to be fluid and able to respond quickly, especially during an up-tempo song!
In the body of the lesson, we focused on dynamics - how the movements were controlled and implemented in our routines, set to the musical Hairspray. I found it challenging to switch quickly from one movement quality to another (eg sudden, sustained, heavy, light). There was of course an emphasis on routine, starting with the introduction of multiple 4-count dance sequences.
In the end, we were able to come up with a fairly synchronized routine across the class which was impressive. But as in all subjects, there was clearly a wide range of fluidity and competency in the execution of the number; I would be towards the lower spectrum of that. In future classrooms, I'll definitely understand this quite well with the not-as-coordinated students! However, as long as they engage in the topic and express through their body in their own way, it will have been a good lesson; as this one was for me!
References
NSW Department of Education and Training. 2000. Creative Arts K-6 Syllabus. Sydney: DET.
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