Workshop 2- Site Specific Dance

Lesson:
Today’s workshop involved reminiscing on some of our experiences during teaching practicum as well as venturing out into the public to partake in some site specific dance . The lesson began by getting each student to think back to their time on teaching placement and evaluate the overall experience of it by rating it on a scale of 0-10 with zero highlighting an excellent experience.  Due to a fairly enjoyable experience during my teaching rounds I chose to place myself at number 3 on the scale. The remaining students in the group were spread out along the line and 2 fellow peers also placed themselves in the number 3 spot.

Once every student had placed themselves on the scale, we each took a turn in choosing one descriptive word which summed up our overall time on teaching practicum. I chose the word ‘chaotic’. Next, Jacqui instructed us to then come up with a movement that signified the chosen word. We took turns in demonstrating our movements to our peers and then used these movements in a whole group activity. In this activity we formed a circle and moved around it, while each student took a turn of entering the middle and saying their word along with performing the movement.  This was done a couple of times and during the last round we were instructed by Jacqui to enter the centre of the circle, using an interesting locomotive technique. Following this warm-up we were placed in groups of 3, based upon our positions on the scale of 0-10. In these groups, were created a performance in which each of our group members had to perform their own movement as well as each other individuals in the group. Our group chose to stand in a V shape, where 2 of us were standing in the front and one student was at the back in the centre of us.  We were able to incorporate the movements any way we wanted and allowed the inclusion of levels, retrograde, repetition, contrast, cannon and unison. Once these were created we performed them for our peers.  The students who were watching the performance were encouraged to give feedback.

 Following this, we used these small group performances as part of our whole class presentation. The whole-group dance began with us starting in the positions we placed ourselves among the scale.  We then took 3 steps into any negative space and performed our individualised movement. This was repeated numerous times and led us into our small group starting position. Continuing on with the whole group dance we performed our small group creations at the same time as the rest of our peers did. As our groups’ performance was significantly shorter than the other groups we repeated the steps twice. The warm-up activity we completed in a circle was also incorporated into our final performance. The final position in our dance involved us forming a straight line across the stage in which we again, one at a time, announced our chosen word whilst performing its movement.

Before we embarked on our site specific work we were informed of the creative arts dance making process called ISARE. ISARE stands for improvisation, selection, arrangement, refinement and evaluation and provides a beneficial tool to use when taking dance class. Jacqui also mentioned the importance of ensuring that all students feel safe in the classroom and have a stable social structure.  This not only allows for higher self-confidence but encourages every student to be an active member of the class.

For the second half of our lesson, Jacqui took us outside to Johnston’s Park to begin our site specific work. During this time we participated in a ‘follow the leader’ type activity much like that of the one in the first workshop. We had a couple of turns doing this activity and some students volunteered to be the leaders.  Next we examined a statue of King George V and took it in turns to create a dance movement based upon any aspect of the statue. I chose to move my arms in such a way that it emulated his moustache.

The final part of the lesson involved us lying down on the lush grass of Johnstone Park and closing our eyes as Jacqui instructed us to feel and sense the earth around us. I found this activity to be very calming and peaceful.  The last activity we did was a Tai Chi lesson where we stood facing Jacqui as she guided us through the movements. During this activity, it was importance to maintain our balance as posture to ensure for best results.

                                                     Surprise Site Specific Dance-Columbia University

 Learning outcome

Affective: in relation to 'responding', the students observed the statue of King George V and engaged with it. The Thai Chi activity assists students in understanding and valuing their bodies.

cognitive: Students use the knowledge of descriptive words to create a movement that reflects this chosen word. Students are able to recognise the features of site specific dance and the art of Thai Chi.

Psychomotor:Students develop their reflex movement during the site specific performance, as they make involuntary movements to the stimluli present. they also work on their skilled movements and physical abilities when they perform Thai Chi.

VELS

At Level 3, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings.

In Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class.

At Level 3, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes

References

Henderson, G 2011, Surprise Site Specific Dance, Columbia University, Low Plaza US, retreived 18 September 2012, http://www.youtube.com/watch?v=pQor8gYhHk4

Victorian Curriculum and Assessment Authority 2009, Victorian Essential Learning Standards, State Government of Victoria, retrieved September 18 2012, <http://vels.vcaa.vic.edu.au/