Using the 16 count composition from challenge four, I arranged this to reflect this week's topic. I split challenge four's final attempt such as the clap, or the container tap to arrange a new composition. inspiration for music and dancedance mapmy recovery dancecritical reflectionThe following Critical Reflection follows Gibbs's Reflective Learning Cycle (Gibb, 1988). Description This challenge is part two of the music and dance sequence reflecting recovery – hope and celebration. Taking the 16 count musical score from last week, I extended this short piece to create a score that could be choreographed, taking inspiration from STOMP (2017) and other body percussion groups. I like how STOMP (2017) uses everyday items to create music with a great beat and tempo. I tried to emulate this with what I had at home to create a similar feel. My dance was to reflect the re-building after a natural disaster. I set the “stage” with building paraphernalia, such as a ladder, work horse, hammer and tool belt. Not having any work gear or to use as a costume I used an old men’s shirt to replicate a building site atmosphere. Feelings Out of all the challenges this is the one I struggled with the most in skill and lack thereof. Having not danced since a small girl and, even then, not being the graceful ballet dancer, I did not have a lot of confidence going into this challenge. This is not to say I don’t dance, I just do not dance gracefully, and I usually dance with at least one partner. I persevered and after some frustration I realised that my music was not the best for dancing. This made planning movements in the space a challenge. After asking for help from someone that has some dance experience, I was able to connect the music to dance moves, although my movements were not as strong or as uplifting as I would have liked. This could be rectified with experience and feeling less self-conscious. Evaluation The beat was too fast in some places with little expression. The dynamics could have been better with better quality of music. I did change some layers so that the beginning had just the clap followed by the tap on the container. This gave the dance a beginning and then built up to a slightly faster beat where I could move faster. My movements in some parts were not in time but again, practice and a more uniformed beat would have helped. Analysis When composing the music I could have found a way to incorporate a melody or an instrument that could have provided a tune to fit over the beat. This could have been used to shape my body and improve the locomotion (Roy, Bake & Hamilton, 2019, p. 112). I wanted to use STOMP (2019) type features which in hindsight may be technically too advanced for my ability. I also liked the body percussion groups but again, I felt my music let me down. Conclusion and Action Plan I changed the music, cutting sections out and splicing others in so that repetition could demonstrate the language of building and recovery, particularly hammering (Roy, Baker & Hamilton, 2019, pp. 110-111). There was also no convention but there was some form such as ‘modern’ (Roy, Baker & Hamilton, 2019, pp 110-111). Understanding this dance was about recovery helps understand the movements within the dance; however, a better performance may have been possible with further practice and even a better piece of music. In the classroom I would have students chose their own song such as Bohemian Rhapsody as done by Serratosa (2018). Building on this group and the Body Avlaia Group (2019) I would have students choreograph their own dance movements. IN THE CLASSROOM Links to the Curriculum Content Descriptions
Students will chose their own music to choreograph a dance that communicates meaning, using and controlling their body to express their idea. It will be important that their music choices align with their ability while still allowing enough of a challenge to improve their skills. Their idea can continue from the geography learning area to focus on the recovery and celebration after the loss of a natural disaster; in this case flooding. The content description below outline how students can investigate with research the environmental, social and economic impact of flooding using the content descriptors and elaborations to help guide their story-telling.
Dance in the classroom can not only be taught “in” the arts but the general capabilities in the Australian Curriculum can taught “through” the arts - dance (Roy, Baker & Hamilton, 2019, pp. 54-55). Students will use the following general capabilities in dance;
Before starting a dance lesson, safety is paramount. The area must be clear of potential hazards or risks to the safety of students. Students must also ensure their own safety by engaging in warm-up activities. The warm-up activities could include Follow the Leader and Clumps (Hobdell, 2021, p.1). Students would choose their own music, subject to my “appropriateness” and to ensure music is challenging enough for their ability, something I realised too late. Using the Student Booklet, pages four, five and six create their own dance map (Queensland Studies Authority, 2008, p. 2). They will create a dance map based on body percussion and then a dance map that expands on body percussion to express a choreographed dance. They will have already researched their natural disaster topic as per the Australian Curriculum (ACARA, 2021, Geography) and will use the movement of their bodies, hands and feet to portray emotion and their story. Students may use Rudolf Laban kinetography to draw body movements to match their dance mat (Roy, Baker & Hamilton, 2019, p. 108-109). They will consider locomotion within the classroom space, variations in speed, differences in levels, size and style (Roy, Baker & Hamilton, p. 109) Students will use the word bank to help write their dance map (Queensland Studies Authority, 2008, Appendix c). For students who wish to include elements of Aboriginal dance, expertise will need to be obtained from local elders or the Aboriginal and Torres Strait Islander locals so as to be culturally appropriate (Roy, Baker & Hamilton, 2019, p. 98). So too with dance from other countries, researching culturally appropriate dance styles may also be needed. Once students have created a dance map, in groups they will experiment, offer and respond verbally to feedback from their peers. They will be given time to make changes before a final performance in front of the class. in the classroomLinks to the Curriculum Content Descriptions
Students will chose their own music to choreograph a dance that communicates meaning, using and controlling their body to express their idea. It will be important that their music choices align with their ability while still allowing enough of a challenge to improve their skills. Their idea can continue from the geography learning area to focus on the recovery and celebration after the loss of a natural disaster; in this case flooding. The content description below outline how students can investigate with research the environmental, social and economic impact of flooding using the content descriptors and elaborations to help guide their story-telling.
Dance in the classroom can not only be taught “in” the arts but the general capabilities in the Australian Curriculum can taught “through” the arts - dance (Roy, Baker & Hamilton, 2019, pp. 54-55). Students will use the following general capabilities in dance;
Before starting a dance lesson, safety is paramount. The area must be clear of potential hazards or risks to the safety of students. Students must also ensure their own safety by engaging in warm-up activities. The warm-up activities could include Follow the Leader and Clumps (Hobdell, 2021, p.1). Students would choose their own music, subject to my “appropriateness” and to ensure music is challenging enough for their ability, something I realised too late. Using the Student Booklet, pages four, five and six create their own dance map (Queensland Studies Authority, 2008, p. 2). They will create a dance map based on body percussion and then a dance map that expands on body percussion to express a choreographed dance. They will have already researched their natural disaster topic as per the Australian Curriculum (ACARA, 2021, Geography) and will use the movement of their bodies, hands and feet to portray emotion and their story. Students may use Rudolf Laban kinetography to draw body movements to match their dance mat (Roy, Baker & Hamilton, 2019, p. 108-109). They will consider locomotion within the classroom space, variations in speed, differences in levels, size and style (Roy, Baker & Hamilton, p. 109) Students will use the word bank to help write their dance map (Queensland Studies Authority, 2008, Appendix c). For students who wish to include elements of Aboriginal dance, expertise will need to be obtained from local elders or the Aboriginal and Torres Strait Islander locals so as to be culturally appropriate (Roy, Baker & Hamilton, 2019, p. 98). So too with dance from other countries, researching culturally appropriate dance styles may also be needed. Once students have created a dance map, in groups they will experiment, offer and respond verbally to feedback from their peers. They will be given time to make changes before a final performance in front of the class. referencesAustralian Curriculum, Assessment and Report Athority. (2021). Australian Curriculum. https://www.australiancurriculum.edu.au/
Body Avlaia Group, (2019, July 17). In the hall of the body percussion king [Video]. youtu.be/lk75qDst8wE Chandler, S. (2021, April 21). Musical Beat [Musical Score]. Chandler, S. (2021, April 29). Recovery Dance [YouTube]. www.youtube.com/watch?v=fBC5wLofodg Chandler, S. (2021). Dance Map. Gibbs, G. (1998). Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic Hobdell, G. (2021). Physical warm-ups. Moodle https://teams.microsoft.com.mcas.ms/_#/pdf/viewer/teams/https:~2F~2Fcqu365.sharepoint.com~2Fsites~2FEDCU13018TheArtsHT12021~2FShared%20Documents~2FWeek%2006%20DANCE~2FDance%20warm%20ups%20and%20other%20materials.pdf?threadId=19:[email protected]&baseUrl=https:~2F~2Fcqu365.sharepoint.com~2Fsites~2FEDCU13018TheArtsHT12021&fileId=3fa6be94-8847-453c-ab67-7f202ac35fef&ctx=files&rootContext=items_view&viewerAction=view Hunt, D. M. (2010, May 3). Kids dancing in the street [Photograph]. www.flickr.com/photos/davidchief Roy, D., Baker, W. & Hamilton, A. (2019). Teaching the arts: Early childhood and primary education (3rd ed.). Cambridge University Press Serratosa, S. (2018, March 10). Bohemian Rhapsody with body percussion [Video]. youtu.be/iQzuCScjs08 STOMP. (2017). STOMP [Video]. www.youtube.com/watch?v=5WJ4kBOIXH4&t=58s
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