Dance is
about expressing your emotions and incorporating space, time, dynamics and
relationships in your movements. In this tutorial, which can be viewed in the video, we composed our own movements,
allowing us to express our thoughts and feelings “…in a language that is
visceral and far less mediated by our thought and abstract conceptualizations”
(Gersak, n.d., p.4).
However,
it is also about performance skills such as strength, coordination, balance,
flexibility and stamina. I believe in teaching my students these skills to help
them improve their physical skills, which will improve their dancing. As displayed in the video below, turning, travelling backwards, and jumping allowed us to
explore how far we can jump, how much we can bend and how fast we can move in a
creative and safe way. Ashley (2005) states that these dance movements will
strengthen children's bodies, which will allow them to perform advanced dance
movements effectively.
Hence, I
will start my lesson with a warm-up incorporating the performance skills
followed by getting students to reflect what these skills do to their body. I
will then get them to compose and perform their own dance movements and share
how the warm-up has helped them improve their dancing. I believe that this
will influence them to engage in more physical activities, promoting a healthy
and active lifestyle.
References
Ashley,
L. Dance Theory in Practice
for Teachers. New Zealand:
Essential Resources Educational Publishers Limited.
Gersak, V. (n.d.). Creative movement – An opportunity for
affective education. In S.W. Stinson, C. Svendler Nielsen &
S-Y. Liu (Eds.), Dance, young people and change: Proceedings of the
daCi and WDA Global Dance Summit, Taiwan: Taipei National University of the
Arts. Retrieved from
http://ausdance.org.au/uploads/content/publications/2012-global-summit/dance-learning-rp/creative-movement-an-opportunity-for-affective-education.pdf
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