5, 6, 7, Gr8! Integrating #Dance in #Physed and Beyond!
Transcription
5, 6, 7, Gr8! Integrating #Dance in #Physed and Beyond!
@MacKenzieColo www.tinyurl.com/dance4all #PhysedSummit3.0 5, 6, 7, Gr8 - Integrating #Dance in #Physed and Beyond! MacKenzie Mushel Ellis Fort Collins, CO National Dance Teacher of the Year 2014, SHAPE America Dance in PE & Beyond What are ways you incorporate dance and rhythms into physical education? • • • • • • Instant Activity/Energizer Warm up Cardiovascular Fitness - Aerobic Dance Flash Mob Creative movement or dance Specific forms - line, ballroom, social, folk, hip hop, modern, Latin, square Dance and rhythmic activities address all National Standards for K-12 Physical Education 2014 Let’s Dance using technology tools Using QR code reader app on your mobile device: learn the moves at each station rotate to all stations practice all the moves in order Fish - Box - Shopping - Wardrobe - Flagpole - Window Download a free QR Code Reader at https://scan.me/download Techno Dance: Big Fish/Little Fish Sandstorm by DaRude Big Fish Little Fish x2 Cardboard Box x2 Heavy Shopping x2 Looking through my wardrobe x2 Climbing up the flagpole x2 Banging on the window x2 (LOUD) 4 Techno Dance: Big Fish/Little Fish DaRude Big Fish Little Fish x2 Cardboard Box x2 Sandstorm by Techno Dance: Big Fish/Little Fish Sandstorm by DaRude Heavy Shopping x2 Looking through my wardrobe x2 Techno Dance: Big Fish/Little Fish Sandstorm by DaRude Climbing up the flagpole x2 Banging on the window x2 (LOUD) Learning Targets • • • • Identify specific connections between dance and physical education standards Discover and utilize strategies for dance making (choreography) Apply the elements of dance, skill-related & health-related fitness components, and bio-mechanic principles while performing dance sequences Use dance to express ideas, think critically, and communicate effectively Success Criteria = I can… … describe one significant connection between dance and physical education. … recall one strategy for choreographing dance. … enjoy dancing! National PE & Dance Core Arts Standards •Dance •Movement, Technique, Performance •Create, Compose, Choreograph •Historical and Cultural Context •Reflect, Connect, Respond •Physical Link to Instructional Units Colorado Dept. Ed. PE & Dance Education •Combine & Apply movements patterns simple to complex •Create, develop, refine routines - innovation/creativity •Collaboration, success criteria/goals •Analysis -self and others •Make connections between lifelong health and physical activity choices - Dance can be done for a LIFETIME! We know….. Dance can be done with little to no equipment and limited space! Shape lifelong habits of young people Benefits of Dance: reduce stress increase energy improve muscular strength and endurance coordination balance flexibility …so why not dance? Build on what you/your students know…….create confidence & assess 11 Using a dance many of your students may already know or something you’ve taught already such as: • CUPID SHUFFLE • ELECTRIC SLIDE • WOBBLE 1. Review the original choreography - MIRROR whenever possible! 2. Ask students to select HEALTH or SKILL-related fitness components to integrated into the dance structure. *What you prompt them with for “integration” is part of your assessment (concept or skill-based). 3. Examples - groups demonstrate (self or peer asses) Elements of Dance ▪ Body - Parts / Whole, Initiation (core, distal, mid-limb, body parts), Regions (upper, lower, midline, contralateral, homolateral -body half), shapes (symmetrical/ asymmetrical, round, angular, straight) . T . S . E . B ▪ Energy - quality of our movements: Slow, Sustained/ Sudden, Quick, Light/Heavy weight, Bound/Free Flow, Direct/Indirect Focus (emphasis) ▪ Space - Formations, “frontal” orientation, Directions, Levels, Pathways ▪ Time - Rhythm/syncopation, Speed (half time/double time) *Adapted from the Perch Center for Arts Education Body Parts (isolations) / Whole Regions = upper, lower, midline, contralateral, homolateral -body half Shapes = symmetrical/asymmetrical, round, angular, straight Initiation = core, distal, mid-limb, body parts *Adapted from the Perch Center for Arts Education Energy “Quality of our movements” - HOW we move Smooth Sustained Quick Sharp Light vs. Heavy weight Bound vs. Free Flow Direct vs. Indirect Focus (emphasis) *Adapted from the Perch Center for Arts Education Space Place = Stationary vs. Traveling (locomotor/non-locomotor) Size = Small vs. Large Level = Low, Middle, High Directions = F/B/S, diagonal, PATHWAYS (Straight, Curved, Zig-Zag) Plane = Sagittal (wheel), Vertical (door), Horizontal (table) Relationships = Over, under, in front, behind/beside, alone, connected *Adapted from the Perch Center for Arts Education Time The “when” of our movements…. Brief Fast Steady Allegro (fast) Patterned Single accent On beat Duration Speed Beat Tempo Rhythmic Patterns Accent Long Slow Uneven Adagio (slow) Multiple Free Syncopated *Adapted from the Perch Center for Arts Education Echo Dance • Warm the body, mindfulness, rhythm, pattern recall Teacher creates a 4 count movement - students “ECHO” the movement • Parts of the body (SHAPE & SPACE) • Energy - Sharp, smooth, heavy, light, bound, free • Time -fast, slow, steady, uneven, accents Progress to working with partners (lead/follow) or in rotating small groups or from stationary to traveling! Teaching the Elements of Dance • Echo Dance - counting in dance, lead/follow, group dynamics • Scatter Shatter - general vs. self space, pathways, levels • Name Loop - body regions, rhythm, patterning, transitions, meet/greet • Shape Shifters - explore shape composition (positive & negative space) • Shape Relay - problem-solving, communication, cooperation, body awareness (variation = Lights Out) Choreograph with B.E.S.T. Use these elements to cue students when developing dances or rhythmic combinations CUES: 1. State what you see 2. Add challenge Name Loop • Introduce self or review and idea using body regions, rhythm, patterning, transitions, meet/ greet Scatter Shatter • Scatter Shatter - general vs. self space, pathways, levels, energy, shape, timing How might these concepts and skills apply to physical activities explored in physical education? • Scatter Shatter - general vs. self space, pathways, levels SHAPES RELAY • problem-solving, communication, cooperation, body awareness (variation = Lights Out, Using Equipment) Choreography - developing rhythmic movement sequences THRILLER Music by Michael Jackson, Mix by DJFroto PUZZLE instructional strategy: • Number off 1-4 -OR- provide more choice in learning and create a self-guided pathway with QR codes • Create a group that has mixed gender and one of each number • Direct groups to create a THRILLER themed movement phrase (minimum of 8 counts, maximum of 16 counts) • Bring each number to the center to learn a part of the combination from you. Students return to teach their group members - repeat to finish THRILLER 25 Music by Michael Jackson, Mix by DJFroto Dance Notation 1 - Wake from a freeze (8), march forward (8) head tick R (1, 5, 7) 2 - Knee shake R, R, R, point R arm high extend L leg low (1 & 2 & 3 & 4), Repeat L (5 & 6 & 7 & 8) Step R (1, 2) zombie leg drag (3, 4) repeat faster 2 x (5-8) 3 - Stomp together (1), shoulders (2), look side (&) front (3), high clap (4), shimmy slide right (5-8) Repeat other side (1-8) 4 - Zombie body circle (1-4), jump out hands on knees wide stance (5, 6), pivot on L (7, 8, 1, 2), scary look over R shoulder (3, 4), wide walk back R, L, R, L (5-8) 5 - group created ending Make it using your MAP Divide and conquer.....focus on one phrase at a time 1. Consider the basic rhythm or cues in the phrase and match it. 2. Add a variation (arm, level, turn, direction - what are you hearing in the music?) 3. Build each phrase and put the pieces together. 4. Smooth transitions, REPETITION is good! Practice, practice, practice, and practice Music Mapping Handout - available online Choreograph using what you know and have had success with: • • • • • Stations Crossfit movements Acrobatic/gymnastic skills With or without equipment (props) Sport-related skills Teaching Progressions Use WATERFALL organization! Student perform and learn variations in scattered formation. Once they reach the “end line” they divide down the middle, walk/dance/jog the perimeter, and start over again. Dance Resources - Texts/Apps Books • National Standards & Grade-Level Outcomes for K-12 Physical Education - SHAPE America, Human Kinetics 2014 • Choreography: A Basic Approach to Using Improvisation - Sandra Minton • Creative Dance for All Ages - Anne G. Gilbert - NEW EDITION AVAIL. • Implementing the National Dance Standards - National Dance Association, Human Kinetics *comes with a CD • Rhythmic Activities and Dance - John Bennett & Pamela Coughenour Riemer *comes with a CD • Social Dance 3rd Ed. - Steps to Success Series - Judy Wright *comes with a CD • Teaching Children Dance - Theresa Purcell Cone & Stephen L. Cone • Using Movement to Teach Academics - Sandra Minton Apps • TempoMagicPro - adjusts the tempo with minimal distortion • Ubersense - record and analyze movement • SKYPE or FaceTime - collaboration • Sound Cloud - music streaming • Pandora - online radio • Shazam - listens to song and gives title, artist, album information TEMPO MAGIC PRO APP Benefits: Adjust any tempo of songs in your library Set tempo "locks" for playlists so all songs play at the same pace excellent for circuits and aerobics/dance Save playlists with tempo adjustments for future use Easy to use in comparison to even the free BPM or Tempo adjusters MORE INFO Cases - ROKFORM Benefits: Rugged Protection Mountable - MAGNETIC and v3 Lock Mount Variety of cases and accessories (mount to bike, wheelchair, pole) MORE INFO Tools for teaching dance: ▪ Know your audience (interests, music taste, experience) ▪ Fitness focused dance - aerobic, novelty, maintain movement vs. technical proficiency ▪ Theme - Thriller,Sports dance, props, story ▪ Improvisation - create opportunities within a structured sequence for individualized, imaginative movement ▪ “Shopping Cart” - take pieces of inspiration from what you know or see ▪ Map your music – verse 1, chorus, verse 2, chorus, break (ex. Wake Waka, Dance with Me) ▪ Use what you know – stations / activity influences! Dance Resources - MUSIC Students can be your best source - PREVIEW all songs before playing in class. Cross reference lyrics online (ex. http://www.azlyrics.com) Popular Upbeat Now That’s What I Call Music (various volumes - radio edit) Kidz Bop (various volumes - top hits remade/kid friendly) Biggest Loser Workout CDs (various compilations) Rhythmically Strong - mostly instrumental Daft Punk Chemical Brothers Rusted Root Odesza Moseqar Dillon Francis 34 Dance Resources - MUSIC Latin Artists Elvis Crespo Jennifer Lopez Sergio Mendes Hermanos Moreno Kumbia Kings Lue Vega Kumbia All Starz Rhianna Pitbull Daddy Yankee Don Omar Usher Shakira Enrique Iglesias *Listen to Latin radio Selena *iTunes has numerous Los Hermanos Rosario albums Los Pinguos *Find a Zumba instructor near you to share ZIN music! 35 Dance Resources - MUSIC 36 World Dance African Tribal Music - drum, chant, traditional Best of Bollywood - soundtrack Use online radio stations such as Pandora or Spotify to be exposed to new artists and styles of music! *These applications do not ensure music is “clean” Personal & Student Favorites Refit Rev Bhangra Dance Hits Soca Reggaeton Krump Kings & J-Squad - Krump music is mostly instrumental with heavy beats and accents Young Mozart - classical hip hop beats Imogen Heap & Frou Frou Calvin Harris & Avicii DJ Tiesto C2C - DJ group, fun mixes of multiple genres Dance Resources • Collaboration - learn from one another • Community connections - local, university • Digital options - YouTube, Instructional DVDs, websites • SKYPE or Video Conferencing guest teachers! • www.tinyurl.com/dance4all - PD website for teachers What kind of professional do you want to be? Focus on what you CAN do not your limits Don’t take yourself too seriously Create a path of positivity Remember the coolest dance begins with one step - the rest will follow! 38 CHALLENGE 39 @MacKenzieColo www.tinyurl.com/dance4all #PhysedSummit3.0 5, 6, 7, Gr8 - Integrating #Dance in #Physed and Beyond! MacKenzie Mushel Ellis– Rocky Mountain High School National Dance Teacher of the Year 2014, SHAPE America