CREATIVE DANCE

“I have no problem being creative. I do creative dance every Saturday.”

(Bry age 7)

What is creative dance?

Definition

1. Clear beginning, middle and end.

2. Sequence of movement actions

3. Communicate the spirit of the dancer.

Difficulties for you as a student teacher

1. A clear sense of what the end product in creative dance looks like for each age group.
[Experience, Explore in class, Video clips]

2. Children who have not experienced creative dance.
["Space stealers" to develop experience]

3. Confidence in the process of teaching creative dance. [Opportunity to learn from experience, must take responsibility.]

4. Teaching a small group as a teacher in a noisy environment. [Strategies for next class]

HOW DO YOU DEVELOP SKILFUL MOVERS IN DANCE?

What are qualities in creative dance?

“What,” “where” and “in relation to” what develop the dance.

The key for quality is the “how” of movement.

Control of flow

Control of weight

Control of time

Control of intent in space

OHP of task progression for “Space Stealers”.

OHP of task progression being developed for “Warriors” dance.

OHP of task progression outline.

Complete for groups’ idea.

[Experiment with one groups’ idea]

Lets see what we can achieve.

Assessment focus next week -

· Explore each of the action words

· Link each of the words smoothly and clearly

· Include a variety of speeds, pathways and shapes in sequence

· Work cooperatively with a partner

· Work independently and on-task

(Consult Appendix D in the IRP.
Next class we will define four points in a performance scale)

Digit camera can be used to collect evidence to work from.

CREATIVE PROCESS AND ROLE OF TEACHER

STUDENT - CREATIVE PROCESS	ROLE OF THE TEACHER
Ø EXPLORE Ø EXPERIMENT Ø SELECT Ø PRACTICE Ø REFINE Ø REPEAT Ø EXTEND Ø REFINE Ø PRACTICE Ø PERFORM	(Lesson 1) RUSH/RUN “In your own spaces, take a deep breath, rise up onto toes, then run/rush quickly and lightly, weaving in and out of each other about the gym…and stop” Observe/make decision/act Observe/make decision/act Add a partner - #1 and #2 Review (lesson 2)	(Lesson 1) BALANCE-FREEZE “Rush/run again but this time when you stop I want you to pull up into a balance high on your toes, and freeze there.” Observe/make decision/act Observe/make decision/act Review (lesson 2)	(Lesson 2) STRETCHING into space “Get into shape where each part of the body is reaching into space.” Then add TURN to BALANCE-freeze “When you join your partner try to steal more space under, over, above or to side.”