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

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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 _____________ (in that direction or on that level).

There would be rabbits Leaping in the sun, Their white tails Does that feel fast or slow? Let’s do our movement for leaping __________ (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 _____________ (in that direction or on that level).

–  –  –

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

Practice the movement phrase with the choices made above, several times as needed for students to create the sequence.

built... river... leaping… streak… Read poem and perform each movement with appropriate lines of poetry.

“Let’s begin in ‘neutral.’ Show me your ready with your feet together and your hands by your side.” 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

Reflection: Describe, Analyze, Relate (for discussion or pair/share):

● What movements or words grabbed your attention that someone else did? Why?

● SEL: How did you know other people were listening to you and watching your movement?

● Are there other words in the poem we could make movement for?

● Do you have new ideas about the poem that you didn’t have before?

–  –  –

The BASTE elements we used in this strategy are BODY PARTS and SPEED in the category of TIME and LEVELS in the category of SPACE.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

6. Relationship in Space CLASSROOM MANAGEMENT TOOL: RHYTHM CALL & RESPONSE “Repeat after me.” Leader claps rhythm Group repeats rhythm Continue several repetitions of the call and response pattern with clapping, stomping and quiet movement in rhythm to finish.

TEKS Second Grade Science

2.8A: measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;

Students will know:

● Weather occurs locally over a short time.

● Thermometers measure temperature (heat energy.) ● Weather changes are caused by changes are caused by changes in air pressure systems.

Students will be able to:

● Measure and record daily weather and changes in weather over time submerge (temperature, precipitation, wind conditions, and cloud coverage).

● Graph recorded weather data and identify patterns.

2.8D: observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

Student will know:

● Patterns occur in the cycle of the seasons, tides, shadows, and the observable appearance of the Moon.

Student will be able to:

● Observe and record patterns in the seasons, shadows, position of the sun in the sky, and moon.

● Describe the patterns they observe and record both orally and in pictorial/written form.

Now, instead of making sequences that stay primarily in one spot, we will move in and around the space.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

Demonstrate and model 1 to 10 with a volunteer/partner:

“I make a body shape with my body then hold still and say, ‘One.’ Then, my partner looks at my choice and makes a body shape that relates to it in some way. She or he freezes and says, ‘Two.’ When I feel that my partner is still, I consider their body shape and I make another shape and say ‘Three,’ then my partner takes a turn and says… ‘Four.’ This process continues between the partners until together you count to ten.” “Find a partner and together let’s try it a few times.” Start everyone together at the same time and cue them to hold their final body shapes and wait quietly and watch others until everyone finishes.

“Stay still in your final body shape when you finish.” When all groups finish: “Try to hold your shape while you look around to see all the different groups in the room.”

Change rules:

“We can add rules or parameters to this basic structure.” Each new rule can change how we move or how we are still. BASTE elements are a source for changing the rules. Let’s try a variation with the BASTE element of LOCOMOTOR ACTION.





“This time when you are doing 1 - 10 with your partner, move around the room in some way (skip, slide, roll, walk fast) before settling into a body shape. This will result in longer transitions between stillnesses.” Partners do this together to practice.

Observe:

Then observe half the group. Half of the group watches while the other half moves, then switch roles.

“Let’s watch everyone on this half of the room. Everyone else, come have a seat. While you’re observing, think about this question: Does anything in this version of 1 - 10 remind you of weather in different seasons? Why? What is it about the movement that gives us ideas about weather in fall, winter, spring or summer? ” After the group demonstrates, talk together about their observations.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

Revise:

“If we want to make it even more about the seasons or the patterns in the seasons, what can we do? How can we revise the rules to give us a different outcome?” Group discussion. Follow the line of discussion and debate. Let that guide revisions. Decide on rule changes and try 1 to 10 with those rules in mind. Reinforce effective imagery or ideas that are mentioned in discussion (only be one or two things). Repeat this discussion/revision cycle as needed.

“We have many good ideas here. Let’s choose one (or two) as rule changes. We will ____________ (rule change). Let’s watch the second group apply these rules.” Partners demonstrate 1 to 10 with one to two rule changes.

“In the classroom, you can repeat this discussion and revision cycle as needed. We could do it again and again with additional rule changes and revisions. Let’s keep working with this strategy with a more specific prompt. ” SPECIFIC PROMPT For example: Cirrus and cumulus clouds and wind conditions (breeze or strong wind or storm) Ask students to define what they know about the different types of clouds or show pictures and ask them to tell you about the clouds that they see.

“How can you make a body shape that demonstrates the idea of a cirrus cloud? (Look for and encourage long, reaching body shapes that might give an image of a wispy cirrus cloud) What about a cumulus cloud?” (look for and encourage rounded, curved, more clumping body shape that might create an image of a cumulus cloud).

“Let’s use this idea to do 1 to 10 again with your partner. Whenever you make a body shape, make the shape of a cirrus or cumulus cloud. You get to choose which one. Decide who in your group will go first and let’s all begin together.” Partners do 1 to 10 with specific body shape idea.

“Now, this time we do it, when you are moving between the shapes, imagine the wind is moving your cloud. Will it be a gentle breeze or a strong, gusty wind?” Observe and discuss how the movement might relate to the seasons.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

Reflection: Describe, Analyze, Relate (for discussion or pair/share):

● What movements reminded you of different seasons? Why?

● SEL: How did you know other people were listening to you and watching your movement?

● How would you move if we were focused on the weather today? What body shapes would you make for the clouds? What seasonal elements would move the clouds?”

–  –  –

The BASTE elements used in this strategy are BODY: SHAPE and ENERGY.

If you would like to do this strategy in a shorter amount of time, you can do just one part of it.

You can do the part that has students self- directing and the class creates the rules, or the part with a more specific prompt that still guides creative choices.

If you have a group that needs more structure, the leader can call out the numbers rather than having individuals say their own number.

For a group that may not maintain focus for the full duration of 1 to 10, it can be done by taking fewer turns, by doing 1 to 4 or 1 to 6.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 7. Application If we think of the strategies as recipes, this is a chance to change the curriculum ingredients and BASTE them with different movement tools. The BASTE chart is a tool that describes the fundamental concepts and vocabulary of movement – these are the elements of dance: Body, Action, Space, Time and Energy. Take a look at the words on this chart. We’ve been using them throughout this workshop. As you glance at it, which ones can you imagine using in your classroom This is the vocabulary that will help students make creative choices. It is also a tool for you to observe and assess movement. Use this language to direct movement, give verbal feedback to students, redirect their movement and guide discussion. It is most effective to use one or two of these concepts at a time. As you and your class have more practice with the movement strategies, you can begin to combine elements from different categories. The bolded words are a good place to start.

SMALL GROUP ASSIGNMENT 1. Choose the curriculum topic and movement strategy. Use the BASTE and strategy charts as a guide, for example, if your curriculum topic involves working with an abstract concept, try Idea and Movement. For sequences, patterns or cycles, use Movement Phrase. For spatial concepts work with Relationship in Space.

2. Consider what you will say to get the group moving.

3. Practice it together a couple times.

4. Try it.

When creating your own application of movement strategies:

● Review Strategy Charts, and/or ● Ask “What vocabulary is important in the curriculum topic?”, and/or ● BASTE it!

○ BODY: Direct movement with a body part? Can you draw some part of it?

○ ACTION: Is there an action that applies to the idea?

○ SPACE: Does it have an inherent use of space? Is high or low?

○ TIME: What is the speed? Does it move fast or slow?

○ ENERGY: Is there a quality or energy related to the image? heavy/light or smooth/sharp

Check in with this criteria:

● Are movers inventing movement? sharing their own ideas?

● Are you applying a curriculum topic?

● Using a BASTE element?

● Give a verbal description of the movement they are observing. “I see … someone on a low level. I see… very slow movement.” Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 8. Resources

There are several resources available for you in supporting movement in your classroom:

Materials from this workshop will be posted on the Creative Learning Initiative website and there is more information on the back side of the BASTE handout that you have.

The Creative Learning Initiative includes Creative Learning Coaches Noah Martin, Sloan McClain and Ruthie Fisher and Creative Learning Specialists in Dance: Holly Schmidt and Melissa Watt.

See your Creative Learning Guidebook for community arts partners contact information.

Partnerships with local dance organizations include: Forklift Danceworks, Ballet Austin, Creative Learning Initiative, AISD Dance Specialists, and The University of Texas College of Fine Arts.

Online resources include:

Liz Lerman Dance Exchange Toolbox: http://danceexchange.org/toolbox/browse.html National Core Arts Standards: http://www.nationalartsstandards.org ArtsEdge: http://artsedge.kennedy- center.org/educators.aspx DBI Network: www.utexas.edu/cofa/dbi MindPOP: www.mindpop.org Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 Tips for Facilitating and Classroom Management



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