Dance: Exploring elements of dance through stimuli

Elements of dance

Space – where, time – when, dynamics – how, action – what, relationships – who, structure – form

Today we started our lecture by analysing video of performances from Quantum Leaps – an NSW DEC Resource: inter-relatedness of the Arts & other KLAs with terminology

The Painting Dance – Kellie Van Sebille

This composition suited for ES1- S1 was a very simple and beautiful portrayal of painting the butterfly, with the dancer going through movements of putting on a smock, deciding what to paint (here butterfly),choosing the colours to paint the butterfly with etc. This is a beautiful dance sequence for analysis that older children can use to explore how the elements were used to convey the idea, the factors that were disliked and liked, what kind of changes can be made to the composition to make it more likeable etc.

Stowaways – Phillipe Genty

This was another composition proposed for S1 students to explore the concept “under the sea”. It was discussed on the basis of following questions-

What was the quality of the female dancer’s movements?

What shapes were used?

How was space used?

What body parts were used?

How does it make you feel?
What do you think it is about?

Sample resources

Next, we discussed about various resources that can be used for dance lessons and ideas like the following and web applications like you tube, nings, face book and twitter(for older students) to name a few.

Aboriginal dance theatre, Redfern

AUSDANCE

Bangarra dance company, Walsh Bay

DEPA

Doonooch dances, Nowra

Mary Tankard’s Australian dance theatre, Adelaide

National Aboriginal and Islander skill development association, Dance company, The Rocks.

Resident performing artist at the Art Gallery of New South Wales

Thullii Dreamtime Performers

Web: social & professional networking:  Face book, twitter, nings, you tube, tag galaxy

Scootle: Scootle provides access to more than 8,000 digital curriculum resources from The Le@rning Federation.

Everybody Dance Now, CEO, Sydney

Quantum Leaps, NSW Department of Education and Training

Cool Cats Resources, Bushfire Press

BOS, Catholic Education Office

Other teachers, students

Stimuli inspired dance compositions

 

Visual stimuli- a pregnant woman sculpture

 

 

In the workshop we explored the idea of composing on the basis of sensory stimuli like visual (photos, statues etc), auditory (sound based), kinaesthetic (movement based), tactile (touch/feel based, eg sharp, stretchy) and ideational (based on ideas from narratives).

 

Our team were given an object and we had to explore it ‘unseen’ with our sense of touch. We came up with a composition called “Prickly pedagogy’ as the object we sensed had spikes in it. After performing we discovered that the object was a spiky coral. Another group was given a book “Henry and Amy” as their stimulus (taking ideas from the narrative) for composing. The characters Henry and Amy, have different personalities but comes together in friendship.Yet another group was given a visual stimulus–a sculpture of pregnant woman.

 

All the groups came up with a unique composition based on their stimulus. It was beautiful to watch.

Ideas for teaching

Using stimuli to explore the elements of dance-This is a concept that offers a lot of scope for mathematical exploration of shapes, narratives in English and analysing issues in HSIE etc.

Structure of an ideal dance lesson

• Warm up (15 % of lesson time)
   chain tag, huggie 3, loco motor travel(will allow to utilise elements), follow the  leader
• Improvisation (20%)
  exploring ideas, movements etc
• Development(50 % )
   composing (focus on what you want students to achieve)
• Reflecting (15%)
   Sharing ,feedback

 

As per research collaborative dance opportunities provide a means for students to break from stereotypical ways of looking at themselves and their world (Gibson & Ewing, 2011, p.37) which is what we want to achieve through education and that is a valid excuse (if you ever need one) for utilising dance opportunities in a classroom.

 

References

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. Palgrave MacMillan: Melbourne