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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

4

and

5

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 fourth grade Mathematics:

TEK: Fourth Grade Mathematics

4.6D classify two- dimensional figures based on the presence and absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

Student will know:

● Objects can be described and compared using their geometric attributes.

● Lines are named according to their positions.

● Points, lines, and planes are the foundation of geometry.

Student will be able to:





● Identify and describe geometric figures using formal language and essential attributes.

● Identify and explain the difference between parallel, intersecting, and perpendicular lines.

“For math, let’s use parallel and perpendicular lines. How can you make a body shape that is parallel or perpendicular with your body? Let’s all support one person’s idea by trying one movement.” Start with one person, have everyone repeat, continue and encourage others to make a choice that is different from all those we’ve seen. Go through 3- 5 people. Apply a BASTE element of SPACE: PATHWAY. “Can you make a pathway through the room in a way that uses parallel or perpendicular lines? Use four steps to make your pathway - and then four steps to return to your spot.” Tip: “Imagine you have paint on your feet and that you will paint the floor in either parallel or perpendicular lines.”

Reflection Questions (for discussion or pair/share):

Can you recall a perpendicular shape someone made? What was a parallel shape someone ● made?

Was there a parallel or perpendicular shape that surprised you?

● What body parts were the easiest to make parallel or perpendicular shapes?

● Where are other parallel or perpendicular shapes in the room?

–  –  –

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. Build- A- Phrase: Movement Phrase TEKS Fourth Grade English Language Arts (4) 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 analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

Student will Know:

● Literary texts often include sensory language that evokes sensory images, allowing for deeper meanings.

Student will be able to:

● Explain how the writer’s use of sensory language helps the reader to visualize what the writer/ poet has described.

We are going to apply the strategy Build- a- Phrase to a curricular concept that students need to know with a poem based on 5th grade standards 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.

Use Neutral as needed through the Build- a- Phrase Strategy to re- focus the group.

Suspense by Pat Mora Wind chases itself Around our house, flattens wild grasses with one hot breath.

Clouds boil purple and gray, roll and roil. Scorpions dart under stones. Rabbit eyes peer Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 From the shelter of mesquite.

Thorny silence.

My paisano, the road runner paces, dashes into the rumble, races from the plink, plink splatter into his shadow, leaps at the crash flash splash, sky rivers rushing into arroyos and Thirsty roots of prickly pears, greening cactus.

Gather the group to stand in a circle. Make movement for words from the poem:

● wind “Let’s all make a movement for the word ‘wind.’ How can you show that with your hands or arms? Repeat it.” Leader selects a movement and have the whole group repeat at least 3 times.

● clouds “Can you make a cloud with a body part other than your hands or arms? (maybe torso?)” Leader selects a movement and have the whole group repeat at least 3 times.

“Now let’s put those movements together, the first movement (wind) and then the second movement (clouds).” ● thorny “How can you show thorny in movement? maybe with your leg?” Leader selects a movement and have the whole group repeat 2 or 3 times.

“Now let’s do all the movements in sequence: wind... clouds… thorny” ● rivers “How can you represent a river with your body?” Leader selects a movement and have the whole group repeat at least 3 times.

“Now let’s do all the movements in sequence.” Practice until the group is familiar with the movement and can remember the sequence.

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

Wind chases itself Around our house, flattens Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 wild grasses with one hot breath.

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

“Let’s read the next few lines from the poem. Listen for clues about direction or if something is

happening on a high, middle or low level:

Clouds boil purple and gray, roll and roil. Scorpions dart under stones. Rabbit eyes peer From the shelter of mesquite.

“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 ‘clouds’ _____________ (in that direction or on that level - i.e. around, low or changing shape; low, under).” Choose two movements to make a phrase.

Thorny silence.

My paisano, the road runner paces, dashes into the rumble, races from the plink, plink splatter into his shadow, leaps at the crash flash splash, “Does that feel fast or slow? Let’s do our movement for ‘thorny’ __________ (either fast or slow based on the group’s decision). Repeat this movement 2- 3 times to make a phrase.” sky rivers rushing into arroyos and Thirsty roots of prickly pears, greening cactus.

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

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 “‘Greening cactus’ - would that happen quickly or slowly? (slowly). Let’s take our movement for ‘river’ and do it again slowly.” Practice the movement phrase with the choices made above, several times as needed for students to create the sequence.

“Now we will do the movement while one person reads the poem.” Call “Neutral” to be in the ready position.

Read poem and perform each movement with appropriate lines of poetry.

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

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



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