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«Creative Teaching Strategies for Movement Austin ISD Professional Development - Teacher Handout Wednesday, August 20, 2014 Elementary ...»

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Creative

Teaching

Strategies

for

Movement

Austin

ISD

Professional

Development

-

Teacher

Handout

Wednesday,

August

20,

2014

Elementary

Grades

2

and

3

1.

Classroom

Management

Tool:

Counting

2.

Small

group

Opening

Community

Building

Strategy:

Name

and

Movement

3.

Introduction

and

Overview

4.

Movement

Strategy:

Idea

and

Movement

5.

Movement

Strategy: Movement Phrase * Classroom Management Tool: Neutral * Classroom Management Tool: Rhythm Call & Response 6. Movement Strategy: Relationship in Space 7. Application of Movement Strategies 8. Resources Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 1. CLASSROOM MANAGEMENT TOOL: Counting “Let’s make a large circle in 5 counts. Ready 1 (clap clap clap)... 2 (clap clap clap)... 3 (clap clap clap)... 4 (clap clap clap)... 5(clap clap clap).” 2. Opening Community Building Strategy: Name & Movement l “We will be making a movement to go with our name. Here are a couple examples: I could write the first initial of my name in the air with my index finger. I could draw my first initial on the floor with my foot. I might decide to stomp each foot because I have two syllables in my name. I might make a movement that just pops into my head. For now, try this one with me.” Model a movement while you say your name. Ask the group to repeat your movement and say your name. Continue with the next person in this copy and repeat method. (Optional: create a sequence of up to four or five people at a time. Then start another sequence with the next group etc.) Describe the movement people are making to model giving verbal feedback that uses BASTE (body, action, space, time & energy) vocabulary.

Name and Movement is useful for learning individual’s names, getting a feeling for the mood or tone of the group, building community, associating a kinesthetic experience with a vocabulary word or concept, or in this case a person, and expressing an idea in multiple ways using what is often called creative movement.

3. Introduction and Overview Creative Movement is a form of exploration in which an individual is inventing movement and making choices based on the basic elements of dance - the body, action, space, time and energy (or quality of movement) - BASTE. It fosters individual expression and problem solving through total physical response. Movement lets us explore ideas from multiple perspectives, helps us make abstract concepts concrete, and gets us creating physical models that demonstrate understanding. When it happens in a group setting, it provides opportunities for collaboration, peer learning, observation and reflection. For teachers, it allows for assessment by making students’ thinking visible.

Here are questions you can ask yourself around our goals for this workshop:

1. How do I use movement strategies to positively impact teaching and learning?

2. When in the teaching and learning cycle (engage, explore, reflect) can I employ these strategies for the greatest impact?

3. How do I facilitate successful classroom management when using movement strategies?

4. What resources are available to support creative learning in my classroom and at my school?

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 4. Idea and Movement: Imagery & Embodiment We will apply the process of Name and Movement to a curricular concept or a vocabulary word that students need to know. Let’s call this new application, Idea and Movement. Here is an

example in second grade Social Studies:

TEKS: §113.13. Social Studies, Grade 2, Beginning with School Year 2011- 2012.

K.10 Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity.

(C) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and (D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.





Student will know:

● The state flag of Texas is called the Lone Star Flag.

Student will be able to:

● Draw a picture of the Texas Flag. Describe what each part of the flag symbolizes in a sentence. Use the stems, “The red bar on the flag represents…. The lone star on the flag represents… The white bar on the flag represents…” “Let’s make a movement, based on symbols of Texas. What is something that makes you think of Texas? (ie. flower = bluebonnet, flag = one star, bird = mockingbird, etc.) What is a movement we could make for that symbol? Should it be on a high, middle or low level?” Let one person create a movement. “Let’s all support one person’s idea by trying one movement.” Continue with another person (either the next one in the circle, or take a volunteer) and encourage others to make a choice that is different from those we’ve already seen. Go through 2 people. “What are some of the symbols in the Texas flag? (see above). How can we make a movement based on _________________ (one of those symbols: flag = red on the bottom (bravery), white is on the top (purity) and blue on the side (loyalty) with one star)? Should it be on a high, middle or low level?” Continue with 3 people. For one movement in the sequence, have everyone do their own individualized movement. Direct the group to freeze in a body shape after they move as needed throughout, but especially at the end of the movement phrase.

Reflection Questions (for discussion or pair/share):

What are some of the symbols of Texas?

● Did you have a favorite symbol, why? What body parts are you thinking about when ● you make that symbol? How do you feel when you make that symbol?

Can you think of other symbols of Texas and a movement/ body shape to go with them?” ●

–  –  –

This movement technique helps students make meaning by embodying the idea physically. We use this when we encounter abstract ideas we want students to make concrete - or when they encounter images or texts that have associations and inferences. We are giving tangible or physical form to an idea.

When applying to other subjects or topic, here are a few things to consider:

● What other curriculum concepts could we explore with Idea and Movement?

● What’s something your students have trouble learning or retaining using traditional modalities?

● What’s something you would like to learn in a new way?

● Are there abstract concepts that you want to make concrete?

● Is there an idea or mental image from which we can make a physical model?

● What do you really want students to know about?

● Narrow down as needed, in order to focus on one concept at a time.

● Look for words or concepts that relate to BASTE elements.

● Translate the concept into movement. i.e, How can you put that idea in your body? Does it have a shape? Is it high off the ground or low and close to the ground? Is it fast or slow? Can you put it in a specific body part (ie. hands, feet or torso)? Does it move somewhere?

● Edit or re- direct movement with BASTE elements to support the curriculum concept. Can you make it small or big?

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 5. Movement Phrase: Build- A- Phrase TEKS Third Grade English Language Arts 3.6 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

Students will Know:

● Poems are written in various forms.

● Poems may have repeated words, phrases, lines, or groups of lines.

● Many poems have sensory or descriptive language that helps create imagery.

● Poems often suggest a theme or message and they typically adopt a special style or tone.

Students will be able to:

● Identify and explain the characteristics and forms of poetry.

● Describe the images that are evoked in a poem.

● Regularly read, recite, and discuss poems.

3.10A identify language that creates a graphic, visual experience and appeals to the senses RC2.

Students will Know:

● Poets use imagery and sensory language to create detailed pictures in the reader’s mind.

Students will be able to:

● Identify and explain words and phrases that create imagery and help the reader visualize.

We are going to apply the strategy Build- a- Phrase to a curricular concept that students need to know with a poem from the 3rd grade curriculum in English Language Arts.

CLASSROOM MANAGEMENT TOOL: NEUTRAL “Before we begin, I want to show you this ready position for movement. I will know you are ready to move when you have your feet together, your hands by your side and you are still.

Let’s try it. Show me your feet together and your hands by your side. We call this neutral. Ok, shake it out and let’s try it again. Show me neutral.” Practice as needed for whole group to be still for a brief time. Optional: add a walk in a small circle around your spot - then call neutral.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 Use Neutral as needed through the Build- a- Phrase Strategy to re- focus the group.

“This is the first section of the poem ‘If I Built A Village.” If I Built a Village by Kazue Mizumura If I built a village Upon the hill Along the river In the woods, There would be rabbits Leaping in the sun, Their white tails A streak and a flash Against the wind

Gather the group and form a circle. Make movement for words from the poem:

● built “Let’s all make a movement for the word ‘built.’ What does it mean to build something? What does that look like? How can you show that with your hands?” Leader selects a movement and have the whole group repeat at least 3 times.

● river “Can you make the path of a river with your arm? or another body part?” Leader selects a movement and have the whole group repeat at least 3 times.

“Now let’s put those movements together, first the movement for ‘built’ and then the movement for ‘river.’” ● leaping “How would you leap? Can you perform the quality of “leaping” with another body part?

Maybe your shoulder?” Leader selects a movement and have the whole group repeat at least 3 times.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 “Now let’s do all three movements in sequence...built... river... leaping...” ● streak “What is a streak? How can you show that in movement - maybe with your leg?” Leader selects a movement and have the whole group repeat at least 3 times.

“Now let’s do all three movements in sequence...built... river... leaping… streak...”

-

-

-

-

-

-

-

-

-

-

-

-

- “Now, let’s read a few lines from the poem. Tell me if it feels fast or slow.

If I built a village Upon the hill Does that feel fast or slow? Let’s do our movement for ‘built’ __________ (either fast or slow based on the group’s decision).

Do these lines in the poem tell us anything about direction or level (like at high, low or medium level)? Let’s do the movement for ‘built’_____________ (in that direction or on that level).

Along the river In the woods Does that feel fast or slow? Let’s do our movement for river __________ (either fast or slow based on the group’s decision).



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