The dance experience

 

The experience designed for the performing arts area of dance intertwines movement and performance.

The educator will again begin the lesson similar to the musical experience, discussing the countries of the three continents that are chosen to represent dance; India, Malawi and Argentina. The educator can draw on prior knowledge from the children and expand their ideas and relate it back to the dance culture through mind maps on the smart board, diagrams, pictures and videos. The educator will then play three videos to the children, to help them understand the dance culture of each country:

 

• Children performing a belly dance routine - https://www.youtube.com/watch?v=omDFRO5sN-c

• Traditional Malawi tribal dancing - https://www.youtube.com/watch?v=kZGVD1D2PaI

• Children performing a traditional Argentian tango - https://www.youtube.com/watch?v=c_k2h7iMkgo

 

The various experiences allows the children to unearth different elements of dance. The educator can also explain and discuss the main elements of dance being focused on within these experiences:

1. Space: where the body moves, including level, dimension, direction, shape, active space, positive space, negative space, planes, pathways, general space, personal space and performance space,

2. Time: when dance occurs (how long it takes), including metre, tempo, momentum, accent, duration, phrasing, rhythmic patterns, stillness and beat,

3. Dynamics: how dance is performed, including weight, force, energy and movement qualities and

4. Relationships: associations or connections occurring when the body dances: between body parts (for example, right arm to left arm, hand to face); the body and the floor (for example, close to, away from); the body and objects (for example, a chair, fan, stick, scarf); the body and space (for example, an expansive or limited relationship); and the body and others (for example, dance to one or more dancers (ACARA, n.d).

 

After a brief discussion with the children about the traditional dance cultures of the three countires, the educator can then explain layout of the classroom and what the children can achieve from participating in the various experiences that are available. The children can work in a rotational style around the activities, or play in a particular area of the classroom. The educator is able to scaffold around the room, engaging with the children's dance experiences.