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Response through Visual Representation Topic/Theme Learning Experiences Response through Visual Representation 1. Students to discuss their reaction to the performance and decide on the dancer/performer to which they most relate. 2. Students to create an artwork representing their emotional response to this performer and their part in the production. Students should consider colour, line, shape and mood as well as a title. The title of the piece should be incorporated in the artwork. NB Students should be encouraged to plan their work (design) and use multi-media/digital techniques where possible 3. Students to explain their artwork to the class justifying their choice of materials and style. Introduction to Contemporary Dance exploration (Movement) Topic/Theme Learning Experiences Introduction to Contemporary Dance Exploration Blended shapes 1. Establish a ‘safe space’ where the following activities will take place. Ensure all students understand importance of respecting all interpretations by their colleagues during these activities. 2. Conduct physical warm-up with students. (Refer ‘Classroom Management Strategies’ offered earlier in these notes) Make sure the area you are working in is clear with adequate space for the following movement activities 3. General Movement/Body Awareness Activities (for both activities emphasise the importance of varying speed, height and direction) • Ask students to wander around the space • Ask students to play a game of ‘follow the leader’ 4. Improvisation Activities • 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 circle miming an activity e.g. brushing my teeth. Another student asks them what they are doing. The student miming should 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. This continues until all students have had a turn. • Play the game “Space Jump” with students. Also done in a circle, in this game a student in miming an activity. After a short time the teacher should call ‘Space Jump’. The student in the circle is to freeze. At this time, another student should enter the circle and begin a new mime based on the frozen position of the original student. NB I would not recommend going higher than about 4 students when attempting space jump for the first time. 1. Ask students to form into groups of 5 - explain activity. Students will be working together to create shapes that complement each 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. 2. Students to work on activity aiming to have all members in complementary positions 3. Repeat activity using contrasting shapes. NB Having images of complementary and contrasting shapes may help students understand how to complete this activity. 8
Performance Reflection & Humour Topic/Theme Learning Experiences Performance Reflection & Humour 1. Elicit from students some of the sequences the performers completed during the performance. The following list can be used as a prompt. • Movement for name (forward/reverse) • Standing on one leg • Falling in slow motion • Follow the leader • Eating • Sleeping • Series: running race beginning, jumping, leaping, star jump • Taking off/putting on a shirt (with articulation) • Taking multiple roles in a short script 2. Students should be encouraged to brainstorm their own activities to add to/replace this list. It would be helpful to explain to students that this was how the piece was originally devised. All performers contributed different kinds of activities and executed them one at a time or as a group. When the show is recreated with new ‘untrained’ in each place, some new instructions will then be developed with them which relate to their specific occupations and interests. 3. Discuss what expectations students would have of a dancer - do they consider these to be complex actions/sequences? What differences did they notice between the dancers/non-dancers in each? NB Important to reflect on initial pre-performance discussions of what ‘trained/untrained’ might mean 4. Encourage students to reflect on the aspects of the performance they found to be humorous. The following questions may help prompt discussion. • Why did they believe that the ‘untrained’ dancers appeared more comic than the ‘trained’ dancers? • What triggered laughter – a visual comic stimulus or embarrassment as an audience member? • Do they believe that any of the performers moved in particular ways to generate humour from an audience or did all attempt each sequence seriously and to the best of their physical ability? 5. Explain to the students that they will be engaging in some of the same activities that the performers did in Untrained. 6. Discuss the importance of a ‘safe space’ and conduct an appropriate warm-up before beginning any physical work with students – refer to Classroom Management strategies earlier in these notes 9
Page 1 and 2: LUCY GUERIN INC. UNTRAINED Directed
Page 3 and 4: Director’s Notes Lucy Guerin Untr
Page 5 and 6: Classroom Management Suggestions Da
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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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