UNTRAINED

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Teacher Resource Activities for Untrained These activities are suggestions only and teachers are strongly encouraged to adapt or alter suggestions to suit their schools and individual classrooms. The activities outlined below are designed for Senior Secondary students and include cross-curricular activities as well as some activities specific to the artforms of drama, dance.movement. While there is some natural flow between these activities, it is not critical that activities are completed in the order presented under ‘Post Performance’. Pre Performance Introduction to Untrained Topic/Theme Learning Experiences Introduction to ‘Untrained’ 1. Display the word - Untrained. Divide students into small groups for a brainstorming session. 2. Ask each group to brainstorm what this word evokes for them. Encourage students to include response to the word as a ‘title’ as well as what it may mean in general usage. (Record these for later reference.) 3. As a whole class, groups are to share their thoughts. Elicit from students what they believe a performance inspired by this word might include. 4. Elicit from students their understanding of the word ‘postmodernism’. (See the following links for definition if required - http://en.wikipedia.org/wiki/Postmodernism_in_the_theatre, http://en.wikipedia.org/wiki/Postmodern_dance) They should also consider what ‘postmodernism in theatre and dance’ might refer to. 5. Discuss the following quote from Lucy Guerin regarding the connection between ‘Untrained’ and ‘Postmoderism in dance’ (refer also to the review –Appendix A – by Alison Croggan in relation to this connection): People have been using Untrained bodies in dance since the sixties so this is nothing new. In fact these elements of chance, pedestrian movement, lack of theatricality are now firmly embedded in contemporary dance practice. Recent European conceptual dance (Jerome Bel, Xavier Leroy,) has its roots in the work of the artists of the Judson Church. I think one of the main things Untrained has in common with the post modernists is that it is asking questions about the act of performance and what is interesting to watch for an audience. NB If you wish to engage more fully with the history of postmodernism and dance, students could spend some time researching this era. Discussion can be encouraged drawing from their research and focusing their thoughts on what a production that is reminiscent of postmodernism in dance may entail. 6. Review student expectation of the performance based on this information, reinforcing the unique nature of the performance which is more about movement and expression that a complex choreographed dance work. 6
Introduction to Performance Topic/Theme Learning Experiences Introduction to performance 1. Elicit from students their past experiences of attending a performance (dance/movement in particular). Discuss expectations in relation to being an audience member in this style of professional performance. 2. Brainstorm with students the differences between dance/movement they would do in their classroom/school and the ‘dance/movement’ that is viewed as performance. Also consider specific expectations of an audience member in a live performance. 3. Discuss the meaning of ‘contemporary dance’ – consider the inclusion of speech, sound, music within performance. Elicit from students their expectation for a ‘contemporary dance’ performance. NB Draw on definition and notes provided earlier in these resource materials to help with establishing an appropriate expectation for the performance. Post Performance Theatre Evaluation & Response (Integrated) Topic/Theme Learning Experiences Evaluation & Response 1. Students discuss response to the performance as a whole considering themes, style and personal impact. Discussion to focus particularly on their personal and emotional response to the performance. 2. Students to write a review of the performance with language and structure appropriate to publishing in a newspaper. It would be important to discuss the style of writing appropriate for newspapers, provide students with some examples of theatre reviews as a model for their work. 3. Publish the written reviews. Consider placing best reviews in the school newsletter or submitting them to the local paper. 7
Page 1 and 2: LUCY GUERIN INC. UNTRAINED Directed
Page 3 and 4: Director’s Notes Lucy Guerin Untr
Page 5: Classroom Management Suggestions Da
Page 9 and 10: Performance Reflection & Humour Top
Page 11 and 12: 7. Students are to consider the wor
Page 13 and 14: Physical Tableaux Series (NB studen
Page 15 and 16: Collective Discussion 9. A ‘Drawn
Page 17 and 18: Amateurs take the spotlight, steal
Page 19 and 20: What emerged from this series of ta
Page 21 and 22: Indeed, there were more than a few
Page 23 and 24: of a playground ball court or a box
Page 25 and 26: other and us. We have guessed at an
Page 27: Spring Dance festival looks to have

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