UNTRAINED
UNTRAINED - Merrigong Theatre Company
UNTRAINED - Merrigong Theatre Company
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Response through Visual Representation<br />
Topic/Theme Learning Experiences<br />
Response through<br />
Visual<br />
Representation<br />
1. Students to discuss their reaction to the performance and decide on the dancer/performer to which they most relate.<br />
2. Students to create an artwork representing their emotional response to this performer and their part in the production. Students<br />
should consider colour, line, shape and mood as well as a title. The title of the piece should be incorporated in the artwork.<br />
NB Students should be encouraged to plan their work (design) and use multi-media/digital techniques where possible<br />
3. Students to explain their artwork to the class justifying their choice of materials and style.<br />
Introduction to Contemporary Dance exploration (Movement)<br />
Topic/Theme Learning Experiences<br />
Introduction to<br />
Contemporary<br />
Dance Exploration<br />
Blended shapes<br />
1. Establish a ‘safe space’ where the following activities will take place. Ensure all students understand importance of respecting all<br />
interpretations by their colleagues during these activities.<br />
2. Conduct physical warm-up with students. (Refer ‘Classroom Management Strategies’ offered earlier in these notes)<br />
Make sure the area you are working in is clear with adequate space for the following movement activities<br />
3. General Movement/Body Awareness Activities (for both activities emphasise the importance of varying speed, height and direction)<br />
• Ask students to wander around the space<br />
• Ask students to play a game of ‘follow the leader’<br />
4. Improvisation Activities<br />
• Introduce the game “What am I doing?” to the students. In this game students sit in a circle, one student is in the middle of the<br />
circle miming an activity e.g. brushing my teeth. Another student asks them what they are doing. The student miming should<br />
reply a different action to what they are doing e.g. walking the dog. The new student then gets up and mimes this new activity.<br />
This continues until all students have had a turn.<br />
• Play the game “Space Jump” with students. Also done in a circle, in this game a student in miming an activity. After a short<br />
time the teacher should call ‘Space Jump’. The student in the circle is to freeze. At this time, another student should enter the<br />
circle and begin a new mime based on the frozen position of the original student.<br />
NB I would not recommend going higher than about 4 students when attempting space jump for the first time.<br />
1. Ask students to form into groups of 5 - explain activity. Students will be working together to create shapes that complement each<br />
other. e.g. if one student is in a ball, the next may curve over their back. Choose one group to begin the activity as an example.<br />
2. Students to work on activity aiming to have all members in complementary positions<br />
3. Repeat activity using contrasting shapes.<br />
NB Having images of complementary and contrasting shapes may help students understand how to complete this activity.<br />
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