WORKSHOP #1
DANCE IMPROVISATION
LABAN PRINCIPLES OF MOVEMENT
Movement Vocabulary:
Macro-Perspective - The Big Picture: Who? * Why? * How? * What? * Where?
Micro-Perspective - How the elements of movement are constructed and how they are reflected back to us.
*TIME *SPACE *ENERGY
MOTIF: An action that is repeated throughout the dance session, but it changes and develops as the class progresses.
*Action of shaking and vibrating hands. Vibrated from side to side
*Simple ----------> Complex: Begin simple then develop
*Use and Expression of Body:
- Parts: head, neck, hands, fingers, trunk/spine
- Relationships: over, under, near, far, in, out, on
- Shapes: curved, straight, twisted, symmetrical
- Balance: off balance, on balance
- Time: slow, fast
WARM-UP: A series of movements and exercises to increase heart rate and circulation, to encourage concentration and body awareness, and to stretch muscles that will be used in forthcoming activity.
SAFETY: One of the most important things in a dance warm-up
- Safety in the 'space'
- Safety in the 'body'
*Standing on spot against the wall (Apprehensive!)
- Begin running up and down on the spot
- Shaking and vibrating hands
- Touch heads, shoulders, legs, knees
- Spontaneously raise hands in the air and SHOUT!
*Students run around the space
- To learn about and respect the space (safely)
- Spacial awareness (+ 've and - 've space)
- Use of space to physically invent self
*Running around calling someone's name
*Spontaneously stop and shake hands, run on spot and YELL!
*Use of 'Motif' here
Contract the Space and Improvise
Improvisation: Movement that is created spontaneously, ranging from free-form to highly structured, but always with an element of chance; provides the dancer with the opportunity to bring elements quickly and requires focus and concentration.
-------> In a contracted space improvise with a leader
-------> Be creative on your feet and model to students
VELS Level 1 & 2 -------> Teach as a whole group
-------> Model movements of the theme (fish)
-------> Model levels: high, medium, low
-------> Model directions: up, down, circular, backwards, forwards,
sideways, diagonal
-------> Include 'Motif': shaking/vibrating hands to infer fish swimming
VELS Level 3 & 4 -------> Students work in small groups
-------> Teacher comes up with intention (create your own school of fish)
-------> Students develop the 'Macro' perspective
-------> Students develop the movement vocabulary around the intention
-------> Group structure may be symmetrical or asymmetrical
-------> Movements may be in 'Unision', 'Contrast', or 'Canon'
Level 3 -------> Groups present one group at a time, or alternatively
-------> Groups present at the same time (each group shows their final pose
so that the next group knows when to start their improvisation
- (video and discuss after performance)
-------> Teacher provides the structure and students will improvise and
create movement around the structure
Level 4 -------> Students may be given a task card
- Read and interpret task card
- Provide the response in dance class/performance
- Dance becomes a problem-solving task
-------> Level of presentation may be heightened
Our Own Unified Composition
- Small groups of 5/6
- Beginning, Development, Resolution
- Intention: School of Fish moving under water
- Begin with a sustained movement; continuous flow of movement from shape to shape; light and fluent like floating
- Move to vibratory movements: rapid succession of quivering-like movements ('Motif' integrated once again)
- Group working mainly in 'Unison' but sometimes in 'Succession' or 'Canon'
- Revert back to sustained movement - ABA choreography
Literacy - Tell the story from the task card.
Maths - Numeracy equations and processes.
Science - Further investigation of topic/theme, eg. 'fish'
Simple ----> Complex:
Take a simple 'Motif' and build on it throughout the class
- Focus on use of body
- Spatial arrangement
- Group structures
- Movement qualities
- Integrated into other curriculum
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