What’s the easiest thing about integrating dance practices?

connections_integration

To me, the easiest thing about integrating dance practices in the classroom is finding a way to use those three words choreographing, performing and appreciating in EVERY lesson.

If you use those three words in content or strategies in every lesson, then you are emphasising connections, whether small or extensive, between choreographing, performing and appreciating.

In doing so, you are also embracing the concept of ‘knowledge integration’ from Quality teaching in NSW public schools, the pedagogical framework adopted by many teachers in the last decade.

Integrating example #1: finding connections in a ‘choreographing’ class

In this example, students are developing movement based on an aural stimulus, e.g. a drum rhythm. Ask students to create a phrase based on the rhythm for defined body parts and share/teach that rhythmic phrase to the rest of the class (performing). Discuss the anatomical and safe dance implications for performance of the rhythmic phrase (performing). Discuss and compare each rhythmic phrase from the viewpoint of the audience—reflecting on movement meaning and how it may change from one phrase to another (appreciating).

Integrating example #2: finding connections in a ‘performing’ class

Let’s say that you are developing a movement sequence with students in a conventional performance class structure. Have students work together to structure a group performance of the sequence which includes some manipulation of movement material within the sequence (choreographing). Ask students to view and reflect on group responses, comparing stylistic and structural changes (appreciating).

NOTE: this can be done differently in each class as you develop the sequence, with a different choreographic focus each time.

Integrating example #3: finding connections in an ‘appreciating’ class

In this example, students are analysing a short contemporary work by a noted choreographer. Ask students to imagine they are dancers auditioning for this work—what particular technical attributes, e.g. strength, balance, alignment, flexibility, endurance, articulation would the choreographer be looking for (performing)? Ask students to develop three key questions about movement and intention and role play an interview with the choreographer (choreographing and appreciating).

If the lines between the three practices become blurred as a result of doing this, then you are doing a good job!

In this post, we’ve gone some way to answering the next question: What does it look like in a classroom? There will be more to come on this at Dancing Capital.

Next blog post we answer the question: Is it OK to teach and learn in only one practice sometimes?

Video promo: Dublin Dance Festival

This video promo for the Dublin Dance festival was directed by Ged Murray. The Festival dates are 14-26 May 2013 and the program features European and Irish works, but also Australian choreographers such as Lucy Guerin and Ros Warby. There is a special screening of the documentary ‘Life in Movement’ which commemorates the life and work of Sydney Dance Company director Tanja Liedtke.

Dance festivals and advocacy

The Dublin Dance festival website has lots of information, images and links. The ‘About us’ area lists some memorable core values for the organisation:

  • We value creativity
  • We value originality
  • We value integrity
  • We value diversity
  • We value critical reflection
  • We value artists
  • We value our audiences
  • We value commitment and dedication
  • We value partnerships and collaboration
  • We value financial responsibility

Dance video students can learn from this video

The video promo has some good lessons for students of dance video. The use of camera angle and viewpoint and cropping of the frame captures the body and movement in unique ways. These techniques support the use of motif, repetition and variation. Design-wise, the use of colour enhances visual impact and intention.