I never knew that different levels, sizes, directions,
dimensions, pathways and spaces have different messages within till
experiencing it in this week’s tutorial.
However, giving student a visual, auditory, tactile, kinaesthetic
or ideational stimulus is a good way to start a dance lesson, to inspire and
engage them (Smith & Pocknell, 2007, p.12). When giving them stimulus, teachers
must develop learning experiences that connect to everyday living (National
Dance Association, 2010, p.43). As Ministerial Council on Education Employment,
Training and Youth Affairs (2008) states, teachers must teach learners how they
can deal with current issues in real life confidently. For instance, getting us
to think about what the homeless would experience allowed us to create
movements easily. This influenced me that homeless individuals should be
treated as equal individuals and should be offered a helping hand. This will
teach students how they can help homeless individuals, teaching them how to be
good citizens.
However, in my future classroom, I would get students to
watch a video instead to give them more ideas to create movements. Prior to that, I
will show them that movements can be performed in different levels, directions,
shapes and sizes and how personal or general space can be created, getting them to think about what each movement makes them feel.
References
Ministerial Council on Education Employment, Training and
Youth Affairs. (2008). Melbourne
Declaration on Educational Goals for Young Australians. Victoria: Author.
National Dance Association. (2010). Implementing the national dance education standards. Illinois, USA:
Human Kinetics.
Smith, F., & Pocknell, L. (2007). A practical guide to teaching dance. Leeds, United Kingdom: Coachwise
Business Solutions.
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