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Leaving Certificate Applied Dance. The Dance Task Literacy through Dance Dance – An Interdisciplinary Approach Teamwork Active Learning Methodologies Community Links Creativity: Improvisation. The Student Task. Key Points to Remember Definition The development of a product - PowerPoint PPT Presentation
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Sharon Phelan 1
Leaving Leaving Certificate Certificate
AppliedAppliedDanceDance The Dance TaskThe Dance Task
Literacy through DanceLiteracy through Dance
Dance – An Interdisciplinary ApproachDance – An Interdisciplinary Approach
TeamworkTeamwork
Active Learning MethodologiesActive Learning Methodologies
Community LinksCommunity Links
Creativity: ImprovisationCreativity: Improvisation
Sharon Phelan
The Student TaskThe Student Task• Key Points to Remember
– Definition•The development of a product•The investigation of an issue•The provision of a service
– Integration• Originates in dance & integrates with at
least one other area
– Identifiable contribution from every student
Sharon Phelan
Task Ideas…Task Ideas…• Research the life of a Professional
Dancer• To create and perform a dance
piece- individually or as part of a group
• A questionnaire on the interest of students in dance, the different dance styles preferred etc
• To organise a ceili• To organise a professional dance
group to visit the school
Sharon Phelan
Ctd.Ctd.• Current Dance courses available in Ireland – a
brochure• To compare and contrast two different dance
performances using structured methods of appreciation
• A project on the folk dances of different countries• My favourite dance form-ballet, Jazz etc• To teach dance to a local Primary School Group• To create a piece using a special prop• A survey on local dance classes/facilities
Sharon Phelan 5
Leaving Leaving Certificate Certificate
AppliedApplied Key points to Key points to
rememberremember Literacy through DanceLiteracy through Dance
An Interdisciplinary ApproachAn Interdisciplinary Approach
Community LinksCommunity Links
TeamworkTeamwork
CreativityCreativity
Sharon Phelan
Literacy through DanceLiteracy through Dance• Encourage students to use basic dance
terminology [e.g. rhythm, set dance, space, waltz etc] when describing a piece
• Teaching methodologies, which encourage literacy– Survey– Questioning– Recall– Reading– Writing
Sharon Phelan
Ctd.Ctd.• Students can compliment oral/written
critiques of dances through demonstrating parts of the piece themselves
Sharon Phelan
Dance – An Interdisciplinary Dance – An Interdisciplinary ApproachApproach
• Integrating Dance with other areas of Leaving Certificate Applied– Vocational Preparation & Guidance– English & Communication– Mathematical Applications– Social Education– Technology– Gaeilge– Leisure & Recreation
Sharon Phelan
Ctd.Ctd.– Modern Language– Religious Education– Science– Sign Language– Arts Education: Drama, Music, Dance & Visual
Art – 2 modules– Vocational Specialisms
• Hair & Beauty, Childcare/Community Care, Active Leisure Care, Agriculture/ Horticulture…
Sharon Phelan
Ctd.Ctd.• The student can choose a stimulus from a
variety of starting points– story, poem, word, and song, custom …– visual, aural & verbal starting points– other art forms
– literature, visual art, music & sound, drama…
Sharon Phelan
Community LinksCommunity Links• Community Links
– Visitors– Research
• Students can research Dance styles specific to their own locality
– Molyneaux
– Oral interviews with local dance specialists
Sharon Phelan
Ctd.Ctd.• Work Shadowing / Experience• Community Shows / Performances
– Encourage students to attend local dance shows and to provide oral / written reports of their evaluations
– Encourage students to perform for their own community
Sharon Phelan
TeamworkTeamwork
• Students can criticise dance work in large and small group situations and through oral/written work
• Students can compose dance sequences in pairs and small groups
• Students can criticise each other’s work•E.g. Did Group A use similar or
different floor patterns than your group?
Sharon Phelan
ImprovisationImprovisation• Improvisation
– To prepare or provide offhand/ hastily– To compose [verse, music, etc] on the spur of
the moment– To convey concepts or ideas– To mimic actions
– Social gestures– Social chores
– To respond to a sound, a rhythm, an emotion
Sharon Phelan
Ctd.Ctd.• Types
– Random; jumping over a puddle, patting a dog– Reflexive; recoiling– Absent minded; doodling– Intentional; dance sequence, cooking
Sharon Phelan
Improvisation is dependent Improvisation is dependent on…on…
• ‘the relationship of the people in the group to the group as a whole. This relationship is derived from a diversity of tempos, rhythms and moods’
»[Schneer:1994;5]• A stimulus
Sharon Phelan
Types of StimuliTypes of Stimuli• Kinaesthetic
– A single piece if movement [a shape, phrase, gesture] becomes the kinaesthetic stimulus from which the movement piece is derived• ‘Using the word ‘Dodge’ create a variety of shapes
• Auditory– Music, percussion, sound, silence, words, songs
etc– Auditory stimuli may accompany & / or inspire
dance pieces
Sharon Phelan
CtdCtd• Visual
– Movement is created from observation• Pictures, sculptures, artefacts• Visual stimuli can be a response from nature /
man made objects
• Ideational– A specific idea, an unfolding story, poem…
• Tactile– The movements are inspired by touch
Sharon Phelan
Is improvisation dependent Is improvisation dependent on sound & music?on sound & music?
• Is the body an instrument in its own right?• Is moving to one’s own individual rhythms
expressive?