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Dance is something I can relate too, I danced for about 15 years of my life from the age of 3. The Dancing I did would be different to what would be taught in school, however I am sure it will provide a good back ground. There are many forms of dance and I believe these are affected by our body, mind and movement (Deans. Meiners, & Young, 2012). I believe there are other aspects which need to be considered and can be enhanced by teaching dance such as balance, timing, confidence, strength and agility. Dance is unique to each individual and is derived from culture past and present. It involve non-verbal movements to portray a message (Cone, & Purcell, 2005).
After watching the clips on going to the beach it is clear that dance and drama work closely together. In dance students use their bodies as instruments of expression, just as in drama where our bodies are used to enhance a message (Deans. Meiners, & Young, 2012).
I really enjoyed reading about creative dance on page 7 and 8 in the Teaching Children Dance reading. I think it is amazing how almost anything can be interpreted through dance for example: bubbles, the weather, animals, going on a trip (such as the beach), or a sport (Cone, & Purcell, 2005). I have seen dance used in the classroom as a reward at the end of the day or just as a technique to get the students up and moving. One of my favorites for the younger grades is The Gummy Bear Song.
My attempt at a name dance…no laughing. I changed it slightly after viewing the Media Arts Tutorial.
Leah
Once again I am the opposite to you, Leah. Teaching dance intimidates me, but like you I was struck by the similarities to drama. Learning dance through improvisation of daily activities is not a big leap. I even thought The Three Little Pigs could be turned into a dance by asking students to improvise it without words and then to exaggerate these improvisations. The closest example I could find is a Warner Bros Cartoon. It demonstrates the movements students can use to represent characters. I am attracted to improvisation because of its personal nature which demonstrates to students how multiple interpretations can be made to express the same idea (Cone and Cone. 2005).
The name learning activity was interesting (it took me out my comfort zone), but I did think it might be a really effective activity for children learning their alphabet because it will require them to think about letter shape which should help with letter recognition and writing.
Dance is interesting because unlike other subjects it seems to meet the needs of students on nearly every level. It covers the physical, mental and emotional (Schiller and Meiners, 2003). Even so I think the biggest justification for dance is still the physical aspect because if it is enjoyed it will become a lifelong activity (Dean, Meiners and Young, 2012).
Another big benefit is that young children start school with established music and kinaesthetic intelligences (Russell-Bowie, 2006) which means these intelligences can be used to build successful learning experiences, so students develop positive attitudes towards schooling. The activities student experience influence how they think (Cone and Cone, 2005).
Student thinking can also be influenced by exposing them to different cultural and traditional forms of dance. The Australian curriculum emphasizes this, especially the exposure to Aboriginal and Torres Strait Islander culture and traditions. I did think the Haka might be one way to encourage boys to dance, but then I thought do women do the Haka?
The Role of Women in the Traditional use of Haka Eke Te Wiwi
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Zoe
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