Week 9: 14/05/15
Dance Styles: Hip Hop (Choreographic Assessment)
Tutor: Jacqui Dressens
This lesson had 4 main activities:
1. Warm up - using a simple floor pattern, we can progressively add choreography to warm up (using the choreographic device of addition)
2. Creative Task
3. Watch "Buddha Stretch" on Youtube - here is a quick bio of Buddha Stretch (claims to be the founder of hip hop)
4. Add to creative piece and perform
Warm Up: Activity 1
To warm up, Jacqui modelled the way in which we can add choreography to a simple floor pattern of movement to warm up. Jacqui modelled a phrase running four steps and jumping (with a clap), we did this movement facing one wall. We then moved around in a box shape.
After students had mastered this part, Jacqui modelled how we can add 2 star jumps after the jump and clap.
After we had mastered that, Jacqui added two stretches, one to the right, one to the left
Jacqui then asked students to add on their repetitive movement.
This warm up was wonderful to get all students focused due to the constant changes in direction. Students needed to concentrate to keep up with the movements. It tuned the body and mind into dancing and allowed for a great cardio warm up. Another addition I thought of would be to add some simple stretches (holding for 4-8 counts) along with repetitive cardio movements.
Creative Task: Activity 2
This task highlights the value of dance when it is integrated into the curriculum. Birch (2000) highlights the importance of integrating dance into the curriculum due to the merit of multiple intelligences. Teaching through dance appeals to a range of multiple intelligences and therefore helps to address diversity within the classroom (Birch 2000). Through teaching a subject such as the circulatory system through dance, a wide range of intelligences are addressed as students experience the information physically.
Jacqui got us into groups through a random paper selection technique. All students wrote their names on a piece of paper and put it into the middle. Jacqui flipped the papers over so you couldn't see the names written. Jacqui randomly selected 4 names, these were the first members of 4 groups. These 4 people then chose a piece of paper, this was their second member. This process continued until there was no one left. - this is a great inclusive technique of making groups
We then got a task card on the Circulatory System. Each card outlined a different part of the circulatory system. Our task card is below.
Dance Styles: Hip Hop (Choreographic Assessment)
Tutor: Jacqui Dressens
This lesson had 4 main activities:
1. Warm up - using a simple floor pattern, we can progressively add choreography to warm up (using the choreographic device of addition)
2. Creative Task
3. Watch "Buddha Stretch" on Youtube - here is a quick bio of Buddha Stretch (claims to be the founder of hip hop)
- http://www.broadwaydancecenter.com/faculty/bios/stretch_buddha.shtml (Broadway Dance Center 2015)
4. Add to creative piece and perform
Warm Up: Activity 1
To warm up, Jacqui modelled the way in which we can add choreography to a simple floor pattern of movement to warm up. Jacqui modelled a phrase running four steps and jumping (with a clap), we did this movement facing one wall. We then moved around in a box shape.
After students had mastered this part, Jacqui modelled how we can add 2 star jumps after the jump and clap.
After we had mastered that, Jacqui added two stretches, one to the right, one to the left
Jacqui then asked students to add on their repetitive movement.
This warm up was wonderful to get all students focused due to the constant changes in direction. Students needed to concentrate to keep up with the movements. It tuned the body and mind into dancing and allowed for a great cardio warm up. Another addition I thought of would be to add some simple stretches (holding for 4-8 counts) along with repetitive cardio movements.
Creative Task: Activity 2
This task highlights the value of dance when it is integrated into the curriculum. Birch (2000) highlights the importance of integrating dance into the curriculum due to the merit of multiple intelligences. Teaching through dance appeals to a range of multiple intelligences and therefore helps to address diversity within the classroom (Birch 2000). Through teaching a subject such as the circulatory system through dance, a wide range of intelligences are addressed as students experience the information physically.
Jacqui got us into groups through a random paper selection technique. All students wrote their names on a piece of paper and put it into the middle. Jacqui flipped the papers over so you couldn't see the names written. Jacqui randomly selected 4 names, these were the first members of 4 groups. These 4 people then chose a piece of paper, this was their second member. This process continued until there was no one left. - this is a great inclusive technique of making groups
We then got a task card on the Circulatory System. Each card outlined a different part of the circulatory system. Our task card is below.
In our groups, we brainstormed some ideas about the kinds of movement we would do based on the card. We interpreted the language of our card into dance language. Our group found it useful to use the underlined words to help us think of some ideas. For example: what would low pressure look like? Low level movement, slow movements etc..
We then begun to construct our pieces. My group had some trouble focusing and understanding our task card, this delayed our progress slightly however, we still got some ideas into practice. We then performed our pieces and gained feedback as a form of formative assessment. Below is our performance mid-way through the creation (Group 3 Circulatory 2015). (the people in the group are April, Sam, Jess, Rowena and myself)
We then begun to construct our pieces. My group had some trouble focusing and understanding our task card, this delayed our progress slightly however, we still got some ideas into practice. We then performed our pieces and gained feedback as a form of formative assessment. Below is our performance mid-way through the creation (Group 3 Circulatory 2015). (the people in the group are April, Sam, Jess, Rowena and myself)
Jacqui facilitated peer feedback through a variety of ways e.g.:
We were challenged at this point to understand the expressive intentions of each piece and therefore understand more about the circulatory system e.g. where the blood is pumped, the role of the lungs etc...
Through this process we were experiencing the way art can be experienced as "meaning making" (Davenport 1999). Davenport suggests "direct, personal involvement provides the experience base upon which cognitive development occurs" (1999). This was evident in the class as students began to make meaning of the circulatory system (cognitively) through their direct involvement as audience or participants in the piece.
Watch Youtube clips: Activity 3
Jacqui showed us the following youtube clip: (Hip Hop Old Skool Dictionary 2010)
- Explain expressive intention - watch performance, give feedback
- Watch - audience tells the expressive intention from what they have seen
- Read the task card out loud - the audience tells the group what kinds of movement they might expect to see
We were challenged at this point to understand the expressive intentions of each piece and therefore understand more about the circulatory system e.g. where the blood is pumped, the role of the lungs etc...
Through this process we were experiencing the way art can be experienced as "meaning making" (Davenport 1999). Davenport suggests "direct, personal involvement provides the experience base upon which cognitive development occurs" (1999). This was evident in the class as students began to make meaning of the circulatory system (cognitively) through their direct involvement as audience or participants in the piece.
Watch Youtube clips: Activity 3
Jacqui showed us the following youtube clip: (Hip Hop Old Skool Dictionary 2010)
We then got up and tried some of the moves that they were doing. This build up our hip hop movement vocabulary and gave us the opportunity to all have moves which we could use in our pieces without having to teach each other new moves
Add moves to Circulatory System piece, Hip hop-ify it!: Activity 4
We then finalised our circulatory system pieces by putting hip hop moves into them. Jacqui put the video on repeat, this offered the right kind of music for us to be inspired by. It is easy to see the connection between the circulatory system and hip hop, they are both about pumping and continual movement.
Here is a video of our final piece (Group 3 Hip Hop 2015). This was then peer assessed by another group based on our ability to use the elements of movement, dance design, choreographic devices, spatial organisation, group structures and body actions.
Add moves to Circulatory System piece, Hip hop-ify it!: Activity 4
We then finalised our circulatory system pieces by putting hip hop moves into them. Jacqui put the video on repeat, this offered the right kind of music for us to be inspired by. It is easy to see the connection between the circulatory system and hip hop, they are both about pumping and continual movement.
Here is a video of our final piece (Group 3 Hip Hop 2015). This was then peer assessed by another group based on our ability to use the elements of movement, dance design, choreographic devices, spatial organisation, group structures and body actions.
Another idea I've had since reflecting on this class is the idea of children creating a rap about the skeletal system (all of the different bones) and then putting movement to this, the movement could be inspired by hip hop.
Ausvels connection and activity:
AusVELS The Arts: Level 3
In Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class, then modify their work in response to feedback from other students in the class
Activity: Progressive warm up
To ensure safe dance practice, line students up in lines in the room, ensuring they cant touch anyone around them.
Practice the phrase, walk walk walk stop on the spot. The teacher changes it to run run run jump(clap) going side to side.
The teacher continues to add simple repetitions e.g. two star jumps. After each repetition is added, the students practice through a few times until all students have the choreography.
To really focus the students, this warm up can be done changing directions after the last repetition. This may be done simply at first by changing the face the back and then the front.
The purpose of this activity is to model the choreographic device of addition. Students may choose to use this choreographic device in the creation of a movement sequence. Part of this warm up may be used in a movement phrase so that students can "create a movement sequence based on ideas and feelings" in future lessons.
If the students are ready, after 2 weeks of doing this warm up, the teacher may choose to do the warm up facing each wall of the room, turning the choreography around after each set. It is important that the teacher chooses a locomotive step that the students are familiar with and does not travel too far so students in the middle of the pack that make a mistake are not trampled on.
Extra Resources:
Limbs2Riddims (L2R Next Gen. Inc 2012): - Click to see a Youtube clip of newly arrived refugee community dance project
References:
ACARA 2014, 'The Arts', Victorian Curriculum and Assessment Authority, viewed 15th May 2015, <http://ausvels.vcaa.vic.edu.au/The-Arts/Curriculum#level=5>.
Birch, JR 2000, 'Expanding literacy and integrating curricula through dance', Educational Forum, 64, 3, pp. 223-228, Education Source, EBSCOhost, viewed 15 May 2015.
Broadway Dance Center 2015, Buddha Stretch, The Pulse, viewed 15th May 2015, <http://www.broadwaydancecenter.com/faculty/bios/stretch_buddha.shtml>.
Davenport, JD 1999, 'The arts: a means for developing literacy', Delta Kappa Gamma Bulletin, 66, 1, pp. 11-15, Education Source, EBSCOhost, viewed 15 May 2015.
Group 3 Circulatory 2015, YouTube, Kirsty Griffths, viewed 15th May 2015, <https://www.youtube.com/watch?v=UYd9RG8S7e4>.
Group 3 Hip Hop 2015, YouTube, Kirsty Griffths, viewed 15th May 2015, https://www.youtube.com/watch?v=TnAvPppBmrA>.
Limbs2Riddims presents 'L2R Next Generation' Youth Hip Hop Dance Crew 2012, Youtube, L2R Next Gen Inc., viewed 15th May 2015, <https://www.youtube.com/watch?v=2QCLVUUdJdA>.
Old Skool Hip Hop Dictionary 2010, Youtube, Cosmosukr, viewed 15th May 2015, <https://www.youtube.com/watch?v=SqB6zWQaWV0>.
AusVELS The Arts: Level 3
In Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class, then modify their work in response to feedback from other students in the class
Activity: Progressive warm up
To ensure safe dance practice, line students up in lines in the room, ensuring they cant touch anyone around them.
Practice the phrase, walk walk walk stop on the spot. The teacher changes it to run run run jump(clap) going side to side.
The teacher continues to add simple repetitions e.g. two star jumps. After each repetition is added, the students practice through a few times until all students have the choreography.
To really focus the students, this warm up can be done changing directions after the last repetition. This may be done simply at first by changing the face the back and then the front.
The purpose of this activity is to model the choreographic device of addition. Students may choose to use this choreographic device in the creation of a movement sequence. Part of this warm up may be used in a movement phrase so that students can "create a movement sequence based on ideas and feelings" in future lessons.
If the students are ready, after 2 weeks of doing this warm up, the teacher may choose to do the warm up facing each wall of the room, turning the choreography around after each set. It is important that the teacher chooses a locomotive step that the students are familiar with and does not travel too far so students in the middle of the pack that make a mistake are not trampled on.
Extra Resources:
Limbs2Riddims (L2R Next Gen. Inc 2012): - Click to see a Youtube clip of newly arrived refugee community dance project
- This resource would be great to show kids and ask them to brainstorm what they think hip hop is about. It would also show them that dance is cool and accessible to them despite their age.
References:
ACARA 2014, 'The Arts', Victorian Curriculum and Assessment Authority, viewed 15th May 2015, <http://ausvels.vcaa.vic.edu.au/The-Arts/Curriculum#level=5>.
Birch, JR 2000, 'Expanding literacy and integrating curricula through dance', Educational Forum, 64, 3, pp. 223-228, Education Source, EBSCOhost, viewed 15 May 2015.
Broadway Dance Center 2015, Buddha Stretch, The Pulse, viewed 15th May 2015, <http://www.broadwaydancecenter.com/faculty/bios/stretch_buddha.shtml>.
Davenport, JD 1999, 'The arts: a means for developing literacy', Delta Kappa Gamma Bulletin, 66, 1, pp. 11-15, Education Source, EBSCOhost, viewed 15 May 2015.
Group 3 Circulatory 2015, YouTube, Kirsty Griffths, viewed 15th May 2015, <https://www.youtube.com/watch?v=UYd9RG8S7e4>.
Group 3 Hip Hop 2015, YouTube, Kirsty Griffths, viewed 15th May 2015, https://www.youtube.com/watch?v=TnAvPppBmrA>.
Limbs2Riddims presents 'L2R Next Generation' Youth Hip Hop Dance Crew 2012, Youtube, L2R Next Gen Inc., viewed 15th May 2015, <https://www.youtube.com/watch?v=2QCLVUUdJdA>.
Old Skool Hip Hop Dictionary 2010, Youtube, Cosmosukr, viewed 15th May 2015, <https://www.youtube.com/watch?v=SqB6zWQaWV0>.