«Creative Teaching Strategies for Movement Austin ISD Professional Development - Teacher Handout Wednesday, August 20, 2014 Elementary ...»
● ● 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 for this strategy are LEVEL in the category of SPACE and SPEED in the category of TIME.” Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 6. Relationship in Space: Sedimentary Rock Formation 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 Fifth Grade Science 5.7 7) Earth and space. The student knows Earth's surface is constantly changing and consists of
useful resources. The student is expected to:
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;
5.7B Earth’s surface and landforms are constantly being changed and shaped by the forces of moving water, wind, and ice.
Students will know:
● Earth’s surface and landforms are constantly being changed and shaped by the forces of moving water, wind, and ice.
● Erosion carries away Earth materials by wind, water, and ice.
● Deposition is the process by which eroded earth materials settle out in another place;
● A landform is a shape of the land.
● Explore the processes that led to the formation of landforms.
Students will be able to:
● Recognize landforms created by moving wind, water, and ice.
● Demonstrate examples and non- examples of landforms.
● Model and explain a landform.
● Explain and identify examples of deposition, weathering, and erosion.
Now, instead of making sequences that stay primarily in one spot, we will move in and around the space.
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 Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 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 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 at all the different groups in the room.”
“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 good 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.
Observe half the group. Half of the group watches while the other 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 erosion and deposition? Why? What is it about the movement that gives us ideas about erosion and deposition?” After the group demonstrates, talk together about their observations.
“If we want to make it even more about erosion and deposition, what can we do? How can we revise the rules to give us a different outcome?” Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 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 one or two things).
“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: Sand or silt being moved by water, wind or ice.
“How can you make a body shape for a type of sediment: a pebble or a jagged rock or a grain of sand or silt?” (Look for and encourage body shapes that clearly or uniquely resemble a type of sediment.) “Let’s use this idea of making a body shape like a type of sediment as we do 1 to 10 again with your partner. Decide who 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 moments of stillness, imagine your sediment shape is being moved by water, ice or wind. How would that move and change your body shape?”
Observe and discuss.
Reflection: Describe, Analyze, Relate (for discussion or pair/share):
● What movements reminded you of erosion or deposition? Why?
● SEL: How did you know other people were listening to you and watching your movement?
● Did it make you think of a landform? Explain.
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 version that has students self- directing and the class creates the rules or the version 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 Try a strategy more than once. Both you and your students will learn with practice and through the different applications.
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
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, it can be done as a full group accumulation, rather than 5 at a time. Add variation in the tone and volume of your voice as you direct the group through repetitions
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.