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The Impulse to Move: Integrating Dance

Presentation #3- October 15
by

Ms. Jewitt

on 15 October 2012

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Transcript of The Impulse to Move: Integrating Dance

By: Heather, Katelyn, Sandy, & Scott The Impulse to Move: Integrating Dance Integrating Dance and Creative Movement


"If you can walk you can dance. If you can talk, you can sing."
(Zimbabwean adage) Why Integrate Dance?
Dance Literacy: Content & Skills Seed Strategies Cornett, Claudia E. (2011). "Creating Meaning
Through Literature and the Arts." Boston:
Pearson. Resources Teaching Through the Arts Dance...
1. is a primary form of communication
2. develops creative problem solving
3. is integral to real life
4. develops responsibility & value for hard work.
5. increases sensitivity, respect, & cooperation
6. builds focus and concentration
7. develops self-control & confidence
8. is integrated brain-body-soul work
9. is healthy
10. satisfies the aesthetic need for beauty
11. is a path to cultural understanding & expression
12. can be a powerful cross-curricular learning tool
13. gives joy 13 Reasons for Dance Integration Movement becomes dance when the purpose goes beyond using physical means to get a practical task done.
"There must be something present that pertains to the spirit of the performer, and the movement must communicate that spirit" -(1975, p.18)
The arts are the most productive way to stimulate high achievement over the years of schooling
Dance is supported by progressive educators Dance vs. Movement B- Body, ways to form body parts to create emotions/feelings
E- Energy, the force a person uses and signals the mood
S- Space, the area where the body is used
T- Time, includes the rhythm, speed, duration and phrases of the dance BEST: Dance integration should start with co-planning (teachers & specialists) Building Block III: Building Block II Building Block VI Building Block VII Building Block VIII Assessment for Learning Building Block IX Arts Partnership Building Block X Energizers and Warm-ups Dance Best Elements and Concepts Science
Environmental Walk
Think Like a Scientist
Animal Movement Exploration
Weather Dance Connecting Dance to Curricular Areas Multiarts Focus taught for the same purpose: so students can understand and express ideas and feelings Dance, reading & writing: Dance literacy involves... the historical, social and cultural role of dance
communication through dance
valuing dance "Dance is music made visible" -George Balanchine Dance Elements & Concepts Collaborative Planning National Standards for Dance Question: What should be taught in dance? Structured around movement-centered & audience centered goals
developmentally appropriate
learn basic movements & dance vocabulary to understand and create dance composition Science Complementary Connections Social Studies Math Reading Writing When students choreograph and perform a dance about photosynthesis they use CPS to create understanding Obvious connections between history, culture, dance, sociology, economics, and psychology (e.g. dance therapy) Counting & Patterns Dances are built using elements comparable to the alphabet that are organized into phrases and sentences. Dance has a word-based vocabulary "Dance is the cheapest and most available material to use for creative experiences" -Flemming Building Block IV: Brainstorming, research, trying out words/phrases, sequencing, revising, editing, final draft & evaluation Aesthetic Learning Environment Frequent reminders to children to "sit still" an d"quit wiggling" send the message that frozen bodies are better than moving ones. Best Teaching Practices
Use imagination and enthusiasm
Let the students be creative
Have regular performances (invite parents) Teach BEST:
Body
Energy
Space
Time Instructional Design: Routines and Structures Dance needs a framework that includes an introduction, development, and conclusion. Make expectations clear, integrate dance by trial and error, and plan by "squeezing." Differentiating for Diverse Student Needs 1. Place
2. Amount
3. Rate
4. Target objectives
5. Instruction
6. Curriculum materials
7. Utensils
8. Levels of difficulty
9. Assistance
10. Response Teachers use Rubrics and checklists
Feedback is given immediately
Anecdotal records
Group debriefing
Self-Assessment
Portfolio Entries Initiate Collaboration


Plan These strategies are meant to be used as warm-ups, and energizers for the classroom.
Utilize these strategies when teaching dance elements and concepts, in curricular areas, and when intergrating dance with other art.
These activities can jump start the creative thinking process! So Get Movin! Used too...
Get Attention
Set Mood
Warm-Up the Body for Movement
Warm-Up the Brain for CPS Helps...
Build Focus
Improve Concentration
Students Understand and
Express Thoughts and Feelings Examples Slow Breathing
Shake it Out
Freeze (Self-control)
Noodle-Freeze (Following Direction)
Imagination Journey Teach Basic Dance Concepts Personal Space
Simon Says
Abstracting Movement Ideas
I'm Stuck
Walks
Pass-it-on Moves
Body Moves and Steps Social Studies
Ceremonies
Military Moves
Sports Dance
Colonial America Literacy
Rhyming Words
Letters of the Alphabet
Antonyms
Poem Dances Math
Math Movement Possibilities
Shape Dance
Basic Math
Math Glue Art in Motion
Sculpture or Architecture Dance
Paint a Dance
Emotion or Color Dance Have these available:
props
musical instruments
CDs & player
DVDs
dance-based books
display areas
word wall Dance-based books
Come in every genre
Easily linked with history lessons (goal is to increase understanding of an era by looking at dances, dancers and choreographers of a time period)
"How might this character have moved?" or "What might have been his or her favorite dances?" Building Block V: Literature as a Core Art Form -Dance is the art that puts curriculum in motion.

-It engages cognition within the context of compelling experiences, that teach how to move one's body with intention.

-With their bodies they learn to keep an equal distance from the center at every point to make a circle.
-To teach through dance demands a level of
dance literacy.

-Relax! You need not be a dancer!

-Our society is riveted on sports-based movement.

-Many teachers feel uncomfortable with creative movement

-It is most important to start with a foundational truth:
-we all love to move.
-It feels good to walk, run, wiggle, and
shake.
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