Primary Hip Hop. Programme Resource Kit prepared by Harbourfront Centre School Visits Educators. School Visits Programme Grades K-4

Transcription

1 Primary Hip Hop Programme Resource Kit prepared by Harbourfront Centre School Visits Educators School Visits Programme Grades K-4

2 Welcome to Harbourfront Centre! Thank you for choosing to visit Harbourfront Centre! We offer programmes that are interactive and fun, and that appeal to a variety of learning styles. Harbourfront Centre is an innovative, nonprofit cultural organization which provides internationally renowned programming in the arts, culture, education and recreation, all within a collection of distinctive venues in the heart of Toronto's downtown waterfront. We trust that you will enjoy your stay with us, and that we will see you again in the future, whether for another school visit, or for one of our many other exciting events. The Structure of Your Visit When you arrive at Harbourfront Centre, you will be greeted by one of our representatives. At this time, payment will be taken care of. You will then be introduced to your instructors for the day, and taken to your classroom. Your class will then receive a brief introduction to Harbourfront Centre and then your program will begin. Creative Movement How to use this Kit This kit has been created to compliment our program and give you an opportunity to extend your classes learning across the curriculum. This kit includes: Pre-Visit Activities: The pre-visit activities are useful for activating your students prior knowledge of the topic of your visit. They will introduce your class to some of the topics that will be covered in order to make some of the discussions even richer. On-Site Assessment Tools: During your visit you will have the opportunity to stand back and observe your students. We have provided some tools here to help you assess their learning. Post-Visit Activities: These activities will give you the opportunity to capitalize on the excitement that your students will feel towards the topics explored during their visit to Harbourfront Centre. The activities will make a number of cross-curricular connections, and will provide further opportunity for assessment. Links to Learning: This section will provide you with a variety of resources that will be helpful to you should you decide to continue exploring the topics covered in your visit. During this visit, your students will learn that creative movement focuses and explores the elements of dance. The purpose of creative movement at Harbourfront Centre is to help students develop their own movement and imagery associate with movement. Creative movement is used by dance professionals as a creative tool to develop new themes and ideas when creating new choreography. Or by a professional dancer when they want to explore their own movement capabilities and is taught to children or students of dance to help individuals strengthen their body before focusing on a particular dance style. It also helps to builds the student s confidence with their own body and the way it moves.

3 Pre-visit Activities The following lessons are for use before your visit to Harbourfront Centre. The intention of these lessons is to activate the prior knowledge of your students and to briefly introduce some of the ideas that will be covered during your session. These activities, of course, are not mandatory, but will enrich the discussions that your students will engage in with our instructors, and the overall Harbourfront Centre School Visits experience. Activity #1 Overview Students will use think/pair/share to activate prior knowledge and begin to discuss the elements dance. Curriculum Links Arts Drama and Dance Knowledge of Elements Language - Media Literacy Understanding Media forms, Conventions, and Techniques. Materials needed Individual KWL chart Larger KWL chart prepared on chart paper Post-it notes Activation 1. Explain to students that during your field trip to Harbourfront Centre, they will be exploring various elements of dance through Creative Movement. The elements of dance are; space, time, force and body. These elements are the fundamentals of dance and each style of dance uses these elements in a different way. 2. Ask students where they might have seen improvised dance before or if they may have used improvised dance when playing with friends. 3. Distribute KWL Chart. Ask students to think individually about what they think they know about Dance. See if, with in this thought process, they can figure out what the four elements of dance are. They can write a few ideas in the K (or Know) section of their chart. They may also write some questions they have in the W (or What I am Wondering) section of their chart at this time. Group Work 4. After students have had some time to get their own ideas down, have them pair up with another student to share what they know, and what they are wondering. They may wish to add to their ideas after a discussion. 5. Ask the pairs to write down one or two of their most important ideas on post-it notes, as well as one or two of their questions. 6. As a whole class, have pairs present their ideas and questions and add them to the larger class KWL chart. Closing 7. Explain to the class that during their visit to Harbourfront Centre they will learn that Creative Movement is a tool used within the dance profession and not only by students. 8. Explain that Creative Movement continually changes for the individual as he/she explores his/hers own ability in dance. 9. With the help of the students, arrange the post-it notes into these elements. When organized in this fashion, students will see which areas they have the most knowledge about, and which

4 Extension elements they know less about. At this time, more specific questions can be added to the W section. After your visit to Harbourfront Centre, students can reflect on their learning by completing the L (or what I learned) section of their KWL chart. Assessment KWL chart will indicate what the students already know, and when completed, can be used to assess if they have grasped the topics discussed during your visit.

5 Primary Hip Hop Name: Date: K What do you know already? W What are you wondering? L What did you learn?

6 On Site Assessment Tools The following rubric and recording device provide you with an opportunity to observe and assess the participation level of your students during your visit to Harbourfront Centre. This rubric is intended for the discussion and dance portion of your visit, but can also be used throughout the other activities if you wish.

7 Participation Recording Scale Student s Name: Date: Judgment Criteria Achievement Level Interaction in Group discussion Participation in Dance Activity Listening Skills Student s Name: Date: Judgment Criteria Achievement Level Interaction in Group discussion Participation in Dance Activity Listening Skills

8 Participation Rubric Criteria Level 1 Level 2 Level 3 Level 4 Interaction in Group discussion never able to respond to direct questions; never volunteers point of view rarely able to respond to direct questions; rarely volunteers point of view responds occasionally to questions; occasionally volunteers point of view responds frequently to questions; routinely volunteers point of view Participation in Dance Activity never a willing participant, often acts inappropriately during rarely a willing participant, occasionally acts inappropriately often a willing participant; acts appropriately always a willing participant; acts appropriately Listening Skills Student does not listen when others talk, and follows few of the instructor s directions. Student does not listen when others talk, and sometimes follows the instructor s directions Student listens when others talk, and often follows the instructor s directions student listens when others talk, and always follows instructor s directions

9 Post-Visit Activities The purpose of these activities is to extend on the learning that took place during your visit to Harbourfront Centre. They are a great opportunity to capitalize on the excitement and passion that your students are likely feeling about the topics they have experienced. Here you will find some structured activities, as well as extension ideas. Activity #1 Overview Students will use the knowledge they gained about Hip Hop and analyze the difference between the styles and yet how they are connected. Curriculum Links Arts Music/Drama and Dance Critical Thinking Language Writing Research Language Writing Point of View Langauge Media Literacy Purpose and Audience Langauge Media Literacy Interpreting Messages Langauge Media Literacy Point of View Materials Needed Activation Venn diagram Research Materials (ideally internet access) 1. Discuss the elements of dance and what it felt like to move with your students. What were some of the issues that came up in discussion during your trip to Harbourfront Centre? 2. Focus discussion on the origin of the many styles and how they evolved. Comparison 3. Explain that the students will be using some introductory tools into the art of hip hop dance but that there are endless possibilities and exercises that one could use to develop new movement. 4. Students may have some of their own idea about Hip Hop and/or Creative Movement exercises and should be encouraged to write these ideas down. There is no right or wrong in the eyes of creativity and every one may perceive movement and exercises differently. 5. Students should be instructed to use the provided Venn diagram to compare the message and movement that each artist or exercise they are presenting. What is different and what is similar about each one. Student can use internet research, particularly You Tube videos, but be sure to monitor the materials, as some may not be appropriate. Closing 6. Have students share their findings. 7. Have students write a reflective paragraph explaining their opinion about the varying styles of Creative Movement and whether or not they portray a message of some sort. Assessment Assess venn diagram for ability to compare two artists and for understanding of concepts Assess written paragraph for understanding of concepts discussed.

10 Creative Movement Name: Date: What Did you Notice?:

11 Links to Learning Internet YouTube < > A great source for everything hip hop! Catch both underground and mainstream performances, and even watch tutorials for the various styles of hip hop dancing. Some Suggested You Tube Links: Kaeja Dance: Libydo: Lin Snelling: Event Horizon Dance: Dreamwalker Dance Company: The Netherlands Dance Theatre: Wikipedia < > Free encyclopedia entry outlining the history of Urban Dance and it s influences on other cultures within the country. Dance Ontario Dance Umbrella of Ontario Books Theatre Books: Improv Games for Children & Adults Bob Bedore For ages 5 and up, this book explains how to use improv to encourage imagination, spontaneity, and creative expression. The 101 Improv Games range from easy warm-ups to basic scenes, character games, games involving teamwork and more. The New Dramathemes Larry Swartz In this new edition, you will find a variety of sources for storytelling, improvisation, interpretation, and movement; guides for planning drama; novel response activities; reproducible blackline masters of

12 sources, assessment profiles, and activities; drama conventions with descriptions; and rubrics for evaluation. This newly-revised third edition has been written to provide you with an updated version of games, activities, and resources on the ten themes that framed the original two books. They are based on popular thematic explorations in literature for young people: Humour, Mystery, Fantasy, Animals, Relationships, Folklore, Community, The Pastr, The Future, Diversity and Equity. Dance Composition - An Interrelated Arts Approach with music CD Janice Pomer Dance Composition will help students and teachers in secondary school and college programs create artistic work that inspires and empowers both performers and viewers. The book and accompanying CD feature 28 improvisational exercises that provide persepctive on the shared characteristics among the arts leading to inspiration and motivation for dance making from a multidisciplinary perspective.the book is divided into three section: Dance and the Visual Arts; Dance and Music; Dance and the Dramatic and Literary Arts with culminating exercises ending each section. Totally user friendly, the book also offers a General Arts Glossary, a Music Glossary and a Music Finder. The accompanying CD contains original compositions that enrich the dance exercises and movement exploration. Perpetual Motion: Creative Movement Exercises for Dance and Dramatic Arts Janice Pomer Perpetual Motion helps you get both female and male students excited about dance, build essential skills, and improve educational outcomes -- even if you ve never taught movement exercises before. It introduces more than 100 movement exercises organized around six themes: rules, recipes, props, poetry and prose, objects and images, and integrated arts. Everything you need is here to inspire students to step out of their movement comfort zones and develop their own potential. Each chapter identifies a theme, specific learning skills, recommended exercises, and a strategy for stimulating class discussion about the exercises. Plus, teachers have the convenience of being able to select exercises from 12 categories of learning skills. You can adapt these versatile exercises with ease and success to challenge beginners as well as skilled dance students. Within each exercise you ll find variations you can use to increase the difficulty, add variety, and create more than 90 entirely new exercises. The book includes other features to make the movements easy to teach: A 15-minute warm-up routine builds teachers confidence. A glossary of movement terms ensures clear communication when integrating projects. A handy finder chart lets you quickly identify exercises that meet the learning skills you want. Perpetual Motion will enable any teacher to successfully integrate creative movement exercises into general classroom, physical education, dramatic arts, and language arts classes. There is no better reference for overcoming students fears about dance and helping them develop vital learning skills that will pay off in any educational setting. Dancing in Your School: A Guide for Preschool and Elementary School Teachers Anne Dunkin More than 70 dance activities in this handbook give educators the tools to use dance in their classrooms, gyms, and playgrounds. Combining theory with practice, introductions to the history of dance education and to dance terminology provide the foundation for the lesson plans and activities tailored for physical education, kinesthetic learning, and arts education. Each lesson plan and activity can be customized to fit into any curriculum. Includes extensive, helpful appendices on equipment and dance-education networking resources. A specialized list is categorized into age-appropriate dance activities, sample lesson plans and group dances.

13 The Elements of Dance There are four basic elements of dance: Body, Space, Force and Time. Creative work and movement sequences result from the exploration and development of combinations of dance elements. Body Body parts Inner: muscles, bones, joints, lungs, (breath) Outer: head, shoulders, arms, hands, back, rib cage, hips, legs, feet Body moves Steps Stretch, bend, twist, circle, rise, fall, fall swing*, sway*, shake*, suspend*, collapse* Walk, run, leap, hop, jump, gallop, skip, slide Space Shape Body design in space Level Direction Size Place Focus Pathways High, Middle, Low (in the air can also be considered a level) Forward, backward, sideways, turning, Curved, straight Big, medium, little On the spot, through space Direction of gaze Force Attack Sharp*, smooth* Weight Strength Flow Heavy, light Tight, loose Free flowing, bound, or in balance Time Beat Underlying pulse Tempo Accent Duration Pattern Fast, slow Force Long, short Combinations of time *These are considered qualities of movement