In the dance workshop, we used the theme of Halloween throughout. We began with a warmup to the Michael Jackson song, “Thriller”. We then separated into our groups from last week and rehearsed our dance routine. We were encouraged to do so ourselves, taking responsibility for our own learning.
Next, we gathered as one group and created a dance move – relevant to the theme of Halloween – for each number from 0 to 9. We were then given a series of maths questions and had to create a dance using the previously created moves. Clearly, this demonstrates cross-curricular links which we have been exploring throughout the module. Before this module I was unaware that cross-curricular learning is one of the underpinning principles of Curriculum for Excellence (Learning Curve Education, 2009). However, this module has highlighted the importance of cross-curricular learning as well as ways in which I can link the expressive arts to other curriculum areas.
Then, we were given ‘spooky’ pictures relating to the theme (ghost, zombie, haunted house etcetera). Back in our groups, we made up a dance move for this picture. Finally, we joined as a class one last time to blend together each group’s ‘spooky’ dance move as well as our group dances we have worked on for the last two weeks.
Last week I felt nervous to perform a dance – even in my small group. However, this week I realised that attitudes like this are easily recognised by pupils and so let go of my inhibitions. This class was enjoyable and could easily be replicated in the primary school.
In our drama workshop, we explored a further 5 drama conventions: vox pop, role on the wall, thought tracking, voice in head and mime. We used these techniques to act out the story called “The Tunnel” by Anthony Browne.
Vox pop: Is the teacher acting as as reporter and interviewing characters.
Role on the wall: Drawing a silhouette of a character and writing what you think of them on the outside and what they think of themselves on the inside.
Thought tracking: Allows children to express their thoughts on a character.
Voice in head: A character pausing during a drama to discuss their thoughts on themselves or another character at that particular moment, allowing the audience to further understand the characters.
Mime: Working in silence whilst acting out a scene to create more drama.
We also discussed the importance of giving children time to answer a question and not answer the question for them immediately. “The most difficult role for me, as the teacher, was to step back and not interfere with their creative process” (Cone, 2009). I think I will also find this to be a difficulty of mine in schools. In order to overcome this, I will develop strategies to prevent me from impacting children’s creativity.
Overall, from today’s inputs I feel my confidence is developing in teaching the arts – particularly dance – as this is the expressive art I have been most apprehensive about teaching. The inputs taught me that it can be beneficial for pupils to take control of their learning as this allows them to be creative, take credit and appreciate their work.
Reference List
Learning Curve Education (2009) Interdisciplinary Learning: Primary Schools. [Online] Available: http://www.curriculum-for-excellence.co.uk/_pt/images/stories/CPDMaterials/Guide%20Interdisciplinary%20Learning%20Primary.pdf [Accessed 24 October 2017].
Purcell Cone, T. (2009) ‘Following Their Lead: Supporting Children’s Ideas for Creating Dances’. Journal of Dance Education. Vol. 9:3, pp. 81-89.
