In today's class we were informed that we were to be focussing on body percussion, a revolutionary dance. The technique of body percussion involves using various body parts to create a sound as well as performing a dance. It was and continues to be used in many countries folk traditions.
We started the lesson by viewing some YouTube clips which showed the Gumboots Dance Story that was performed in the Playhouse Theatre in London. The movements in the film were incredible and highlighted the talent of the performers who originated from South Africa. The vary skills they had to perfect in order to create such a performance was their use of movement, memory retention as well as body alignment. These skills are also a great addition to any primary dance education classes. We also viewed a clip on the world renowned performers of ‘Stomp’, who again proved to possess extraordinary body percussion skills and was heavily influenced by the 19th century South African dance.
The warm-up activity for this workshop involved the use of Soundscape. Jacqui placed herself in the centre of the circle and created the Soundscape by performing a variety of movements with her body that made a sound. She did so, by beginning at one student and slowly progressing to the rest of the group. Until Jacqui was face to face demonstrating her movement to you, you would continue to perform the previously instructed movement. This was an enjoyable activity and was a good basis for exploring the various movements one can create with their body.
Our Groups Soundscape
After this activity, we placed ourselves in groups of 3 and were instructed to create our own soundscapes. We create a soundscape which was based on a natural disaster or any human process. Our group decided to create a soundscape on the process of getting up in the morning to the sound of a ringing alarm. We chose to incorporate many sounds into performance including the stomping of our feet, rubbing of our arms, clapping of our hands and clicking of our fingers in order to demonstrate the process. When it came time to perform to our peers, each group was asked to forbid from revealing their chosen topic in order to allow them to guess it instead. Furthermore, those who were in the audience were encouraged to think of a question about each performance. This questioning was used as a means of determining performance representation and can be useful when teaching dance to primary school students. Jacqui highlighted how questioning on topics such as the use of space, sound, relationships, juxtaposing levels, group structure, spatial organisation and locomotion can be important in generating classroom discussion.
After the Soundscape activity we progressed into exploring gumboot body percussion. In order for us to be able effectively dance like the dance creators from South Africa, Jacqui stated that we need to ensure we freely move our hips as they do. In order to attempt this we moved around a circle while we swung our hips from side to side holding on to the person’s hips in front of us.
Whilst still in the circle, a variety of upper body movements were introduced as well as a series of African chants much like the Zulu tribe.
Our final activity involved a recreation of the Gumboot Dance story. In order to learn the somewhat difficult techniques, Jacqui took us through the steps whilst we were still standing in the circle. This ensured that we could master the moves at our own pace and then arrange them altogether to create the piece. Once we had successfully mastered the elements we got with a partner and attempted to perform the piece in unison. As each pair was rehearsing, Jacqui made her way around to each group to confirm their movements were accurate and assist with any complications. Once it was confirmed that each pair had got the moves down pat we performed the piece as a whole group on the courthouse stage whilst a student recorded it.
Overall, I think this activity would be a beneficial task to incorporate into a primary school setting as not only is it inclusive, with every student involved but it is also very informative regarding the culture of Africa. Furthermore, I feel that some students work better when performing learnt work as if they are lacking confidence they don't have to worry about creating their own moves.
Learning Outcomes
Affective:in relation to 'Characterisation by a Value Complex' students will be able to create a soundspace which reflects a natural distaster or a daily process.
Cognitive:In relation to synthesis students will be able to form a coherent dance based upon the use of Soundscapes. Students will also be able to comprehend the features of a soundscape.
Psychomotor:Students will develop their skilled abilities in relation to soundscapes, when mimicking the teachers movements throughout the warm-up activity and performing a learnt version of the Gumboot Dance Story. Students will also build upon their basic fundamental movements.
Gumboots Dance Story
References
N/A, 2007, Gumboots Dance Story, The Playhouse Theatre, London UK, retrieved September 28 2012, <http://www.youtube.com/watch?v=ce_2p9wQRS4>
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