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

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Idea & Movement:

If a participant needs more time, or seems to be put on the spot, give them chance to think, ● while the others join you in something else. During wait time, you can encourage them to practice their movement several times for precision, or clap a rhythm as a group.

Any answer is acceptable, but redirect with BASTE as needed. ie. If a movement is fast and ● out of control, ask the student to slow it down. If it’s small and hard to see, ask them to make it bigger.

If there is a student that doesn’t make a choice, copy their body shape or movement (even ● shoulder shrug) and ask if we can use that as his/her choice.

Vary your voice (quiet and slow to focus or quick and loud to build excitement) to change ● the tone in the room and direct their physical response.

If participants get restless, increase the level of challenge. Move them along more quickly, ● encourage full- bodied movement, call attention to details of movement (e.g. position of hands or fingers, placement of feet, direction of a movement, etc.) In a small group, this can be done as a full group accumulation, rather than doing 5 at a ● time. Add variation in tone and volume of your voice as you direct the group through the many repetitions.

Movement Phrase:

● Verbally describe an individual’s movement out loud to the class to support that individual’s choice and also to guide the group in movement.

● When guiding a group through a movement phrase, anticipate what is coming next to keep them moving without delay. However, you can always ask the group what comes next in the sequence.

● Consider transitions from one movement to another movement. (i.e. How should we get from the end of one movement at a low position, to the starting place of the next movement on a high level?)

Relationship in Space:

● For a class that needs structure, call out the numbers rather than have them do it in groups.

● Giving verbal feedback based choices students are making, both reinforces the choice of the individual student and gives new ideas to other students. It also defines your expectations and reinforces what you want to see. (i.e. There are people using overlapping shapes on a low level. Some overlapping shapes are really wide and far apart.) ● When showing movement, prepare the audience by telling them what to observe. (ie. keep an eye out for weathering, erosion, deposition and how are they showing that with their bodies - where they changing level, body shape, position, etc.)

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