Workshop 1 Exemplar: Kinder -grade 1
Activities in order of delivery:
1. Warm up
Body isolations: Head, shoulders, elbows, arms, hips knees, feet.
2. -then moving around the space as tall as you can then as small as you can, as wide as you can and as thin/tight as you can. Make a wide open shape, small, tight shape. Join up with the people next to you and let's make one big group shape!
3. Sit down together: Discuss who has been to the beach-what kinds of things would you expect to see at the beach? What kinds of creatures would we see under water?
How will we get us all there? Bus.
4. Let's travel to the beach: What will we need to take with us? Stand up put bathers on, hat on, sun screen on each other's backs, towel etc.
5. Teacher in role: Bus driver. Take tickets as children enter, lead them on a bumpy ride, twisty corners etc.
6. Arrive at the beach: Explore the sand, climb over rocks, collect shells, build sand castles, jump waves.
7. Go under water: put music on walk slowly, spot jelly fish: Show me how a jelly fish might move. Fish: show me how a fish might dart in and out of the seaweed or coral. Swim as a school of fish following each other (change leader at times). Walk on and see a shark: Show me how a shark might glide through the water looking for food. Repeat with crabs, seahorses etc.
8. Travel back to the classroom on the bus.
9. Arrive and sit in a circle.
Choose favourite sea creature. Group students and allow them to perfom/share their ideas in the centre of the circle one group at a time. Children show appreciation by applauding.
10. Possible extensions into other curriculum areas: Could draw their adventure, write about their particular creature etc.
Workshop 2: Exemplar for Grade 2-4
1. Warm up : Body Isolations then skill acquisition eg: skips in a circle 6 students at a time (the rest sit in the middle so others have something to skip around.) , gallops in lines down the room, tight rope walking, balancing in lines down the room (5 students at a time to music)
2. Discussion: What kinds of objects get thrown out at the tip? What kinds of things do we throwaway? (Could lead to a discussion on recycling -link to environmental issues)
3. Create a physical magic spell that takes us to this very unusual tip where things come to life.
4. As we stand at the tip with piles of rubbish everywhere we see a crumpled up shirt. Lie in the shape of that crumples up shirt on the ground. As the music starts the shirt will slowly start to fill with air and move and float through the tip.
Repeat the process with a spring from an old mattress, an old bike, a torn ragdoll or robot etc. (Children will be getting tired)
5. Sit in a circle and give out some drawing paper. Ask the students to choose one special object or toy from the exploration or even one we haven't explored if they choose and write or draw the story of how their object, toy ended up at the tip. (10 -15 minutes quiet time)
6. If large class share a few of the stories/ pictures around the room and ask them to think about how the toy/ object/ person felt at the different stages ofthe story and to all write down some key expressions, feelings, emotions (could draw faces if can't write) reflecting this on the back of the page. (Could lead to discussion of emotions, empathy etc later on)
7. Tell students to lie down and close their eyes and see themselves communicating the story through their bodies through movement.
8. Open eyes: Ask 4 people at a time to go to the centre ofthe space and show us their story in movement. Freeze in the last shape when finished until all children in the group of 4 have finished moving.
9. Ask students what they saw, what happened, how did they know that the toy/ object was happy? Sad? Angry? Etc.
10. Repeat process with the rest of the class.
Workshop 3: Exemplar for Grade 5-8
1. Warm up: Form pairs and create 2 lines on opposite sides of the space with partners facing each other.
a. Walk towards your partner as if you haven't seen them for a while, greet them and move on.
b. Repeat the approach and greeting but this time, take out the words.
c. Repeat the approach and greeting but this time exaggerate and slow down the gestures.
d. Repeat this but this time distort and exaggerate the gestures to create a sequence of movement.
e. Show 4-5 pairs at a time to see the effect.
2. All spread around the room. Focus is on exaggeration. Mime brushing hair-then exaggerate and distort this gesture. Repeat with cleaning teeth.
3. You show how to move distortion into abstraction by teaching them how to do up buttons in a stylised fashion.
4. Teach shower sequence. (You could teach a wake up sequence instead.) Practise until everyone is in unison to music.
5. Hand out scenarios which fit in around this shower sequence or wake up sequence. Write everyday actions on a card to hand out for students to 'move'.
6. Share each groups work by reading out the instructions they were given and then showing the interpretation by the particular group. Talk about abstraction and using other's bodies to create objects eg: toaster
7. Now order the sequences to perform one after the other including your unison shower sequence. Play the music, work out the transitions and you have a class dance using everyday gestures based on: "The day in the life of.... "
Activities in order of delivery:
1. Warm up
Body isolations: Head, shoulders, elbows, arms, hips knees, feet.
2. -then moving around the space as tall as you can then as small as you can, as wide as you can and as thin/tight as you can. Make a wide open shape, small, tight shape. Join up with the people next to you and let's make one big group shape!
3. Sit down together: Discuss who has been to the beach-what kinds of things would you expect to see at the beach? What kinds of creatures would we see under water?
How will we get us all there? Bus.
4. Let's travel to the beach: What will we need to take with us? Stand up put bathers on, hat on, sun screen on each other's backs, towel etc.
5. Teacher in role: Bus driver. Take tickets as children enter, lead them on a bumpy ride, twisty corners etc.
6. Arrive at the beach: Explore the sand, climb over rocks, collect shells, build sand castles, jump waves.
7. Go under water: put music on walk slowly, spot jelly fish: Show me how a jelly fish might move. Fish: show me how a fish might dart in and out of the seaweed or coral. Swim as a school of fish following each other (change leader at times). Walk on and see a shark: Show me how a shark might glide through the water looking for food. Repeat with crabs, seahorses etc.
8. Travel back to the classroom on the bus.
9. Arrive and sit in a circle.
Choose favourite sea creature. Group students and allow them to perfom/share their ideas in the centre of the circle one group at a time. Children show appreciation by applauding.
10. Possible extensions into other curriculum areas: Could draw their adventure, write about their particular creature etc.
Workshop 2: Exemplar for Grade 2-4
1. Warm up : Body Isolations then skill acquisition eg: skips in a circle 6 students at a time (the rest sit in the middle so others have something to skip around.) , gallops in lines down the room, tight rope walking, balancing in lines down the room (5 students at a time to music)
2. Discussion: What kinds of objects get thrown out at the tip? What kinds of things do we throwaway? (Could lead to a discussion on recycling -link to environmental issues)
3. Create a physical magic spell that takes us to this very unusual tip where things come to life.
4. As we stand at the tip with piles of rubbish everywhere we see a crumpled up shirt. Lie in the shape of that crumples up shirt on the ground. As the music starts the shirt will slowly start to fill with air and move and float through the tip.
Repeat the process with a spring from an old mattress, an old bike, a torn ragdoll or robot etc. (Children will be getting tired)
5. Sit in a circle and give out some drawing paper. Ask the students to choose one special object or toy from the exploration or even one we haven't explored if they choose and write or draw the story of how their object, toy ended up at the tip. (10 -15 minutes quiet time)
6. If large class share a few of the stories/ pictures around the room and ask them to think about how the toy/ object/ person felt at the different stages ofthe story and to all write down some key expressions, feelings, emotions (could draw faces if can't write) reflecting this on the back of the page. (Could lead to discussion of emotions, empathy etc later on)
7. Tell students to lie down and close their eyes and see themselves communicating the story through their bodies through movement.
8. Open eyes: Ask 4 people at a time to go to the centre ofthe space and show us their story in movement. Freeze in the last shape when finished until all children in the group of 4 have finished moving.
9. Ask students what they saw, what happened, how did they know that the toy/ object was happy? Sad? Angry? Etc.
10. Repeat process with the rest of the class.
Workshop 3: Exemplar for Grade 5-8
1. Warm up: Form pairs and create 2 lines on opposite sides of the space with partners facing each other.
a. Walk towards your partner as if you haven't seen them for a while, greet them and move on.
b. Repeat the approach and greeting but this time, take out the words.
c. Repeat the approach and greeting but this time exaggerate and slow down the gestures.
d. Repeat this but this time distort and exaggerate the gestures to create a sequence of movement.
e. Show 4-5 pairs at a time to see the effect.
2. All spread around the room. Focus is on exaggeration. Mime brushing hair-then exaggerate and distort this gesture. Repeat with cleaning teeth.
3. You show how to move distortion into abstraction by teaching them how to do up buttons in a stylised fashion.
4. Teach shower sequence. (You could teach a wake up sequence instead.) Practise until everyone is in unison to music.
5. Hand out scenarios which fit in around this shower sequence or wake up sequence. Write everyday actions on a card to hand out for students to 'move'.
6. Share each groups work by reading out the instructions they were given and then showing the interpretation by the particular group. Talk about abstraction and using other's bodies to create objects eg: toaster
7. Now order the sequences to perform one after the other including your unison shower sequence. Play the music, work out the transitions and you have a class dance using everyday gestures based on: "The day in the life of.... "
hi, are you Fiona Reilly who studied in Utah State University?
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