Reflection 2 Dance

My second reflection is on the dance workshop that we learnt in week 2. 

I really enjoyed the various activities, theories and special education connections we made during our week 2 class.

            

Fill in the Spaces

Fill in the Spaces

We started class with a warm-up called Fill in the Spaces. In this activity we explored the body and space elements of dance. We moved our bodies and created different shapes like bent, straight and twisted ones using different levels like high, medium and low. This activity was done in partners and when one partner created their movement and stayed still, then the next partner created their movement in the negative space around the first partner keeping in mind the different shapes and levels of movement. This activity encourages us to use and understand the positive and negative shapes and space around us as we created our movement. I found this activity to be really interesting and would definitely like to use this activity in my future classroom as not only a dance warm-up activity but also as a brain break activity to help students stretch their bodies, build connections with peers and take a mental brain break while learning various different subjects.

Brushing Our Teeth Verb Chain Words

            

Another warm-up activity that we did related to creating a verb chain about brushing our teeth. We wrote down the various steps we take in brushing our teeth. We then danced out how we represent each of the steps in the brushing our teeth verb chain. It was nice to connect body movements to the words that we said. I also like that everyone created their own interpretations of the movements and that we all performed at our own pace.








          Next during this class, we learnt about Gardner’s Theory of Multiple intelligence, which states that there isn’t just one learning style approach that resonates with every single student. Rather it states that students may identify with particular intelligences and ways of learning. Hence, it is important to have a flexible approach and incorporate various teaching approaches and experiences into the classroom from which students with varying intelligences can learn. Shown below is a diagram of the different types of intelligences as proposed by Gardner (1983).

Week 2 Dance (PowerPoint Slides) Retrieved from https://lms.brocku.ca/portal/site/EDBE8P48D13FW2016LEC002/page/c0f18f76-1b58-4871-bbc7-ae56e3556964

          In this class, we also participated in a workshop that incorporated the multiple intelligence theory into practice. This workshop session connected with the Grade 5 Science Curriculum on Understanding Life Systems. 

Science and Technology Curriculum

          The activity we participated in was called Verb Chains. To start this activity, we were each given a body part/systems card and asked to find the rest of our group without speaking. Once we were in our groups then we were given a reading for their specific body system. The group that I was part of got the digestive system to read, learn and explore. Next, in order to show understanding of the system, groups created a verb chain which means that we had to break down the system’s working into simple step-by-step actions. Then we had to record each action in order on chart paper.

 Then the dance interconnection with the science activity came in. We performed the actions in order at our own pace. We were in a group but could perform at our individual pace. We then incorporated the dance strategy canon into the verb chain activity. We performed the order of the movements using the Canon form. 

Arts Curriculum

Later we added choreographic manipulations to the dance sequence that we created.

Choreographic manipulations:

·      Size

·      Direction you face

·      Stationary vs. Locomotor

·      Forwards & backwards

·      How can you repeat it? (patterns, forms)

·      Percussive vs. Non-percussive

·      Levels

We then performed our dance sequence with using different levels as a manipulation to our movements. Each of us performed the action at a different level using the canon form.

            

           This activity was a lot of fun as we learnt about life system through classifying, categorizing, organizing, interacting with one another, moving, writing, speaking and reading. So many different learning styles were incorporated into this lesson. This workshop really connected with Gardner’s Multiple Intelligence theory approach to learning.  The integration of science and dance was wonderful to see and learn about.  It helped me understand the importance of integrating curriculum and fostering active learning in the classroom through community building and hands-on approaches.

Special Education Focus:

           

This activity would be adapted and differentiated for students with Central Auditory Processing Disorder (CAP-D) by giving students their own copy of the reading of the specific body system. Students could also stand close to their group chart paper with the verb chain so that way they can read the words as many times as they would like while they create their dance sequence. This activity is performed at individual pace, which is good for students with CAP-D, as they do not need to perform the actions at the same exact times as other group members.  When connecting the canon strategy to the dance sequence, the group members can make eye contact and turn and face each other when performing so that all the students can see whose turn it is and when they need to start their action sequence.