1 UNIVERSITY OF TRINIDAD AND TOBAGO NAME OF STUDENT: TAKIRA GOSINE STUDENT’S ID: 92005 COURSE NAME: DANCE EDUCATION COURSE CODE: DANCE1001 ASSIGNMENT: JOURNAL NAME OF LECTURER: Ms. Shari Lequay
2 Welcome to My Dance Journal
3 Table Of Contents Title Page # What is dance? 4-5 Philosophies in Dance 6-7 World and Dance History 8-9 Dance Education Theory 10 Movement and Music 11 Shape 12-13 Midway Model 14 Gesture and Mime 15-16 The Art of Choreography 17 Styles and Genres 18-19 Dance Lesson Plan 20-25 References 26
4 September 4th Class #1: What is dance? This class was the introductory session in which we discussed the definition and meaning of dance. Dance involves the expression of feelings and emotions in which the body is used as the instrument. Music or sound are enhancements used in dance which makes it even more powerful and meaningful to others. Dance in education aims to make students become all rounded individuals as it fosters skills such as creativity, teamwork, discipline and many others. Awareness was brought to some dance pioneers in education such as Rudolf Von Laban who is considered the father of modern educational dance and the educational dance model and Beryl McBurnie who is viewed as the mother of Caribbean dance.
5 My Personal Thoughts I was really anxious to see how dance will have been done online as I was expecting that it would have been face to face. Dance is a very practical course so I really wanted to get that face-to-face experience. However, my dance lecturer Ms. Shari Lequay didn’t allow that to affect us in anyway and I was really pleased with her passion and love for dance. I believe that a teacher that loves what he/she does is key to making any subject enjoyable. I sensed her affection for dance as she introduced herself and shared her experiences about her life in dance. I was really thankful for the opportunity to meet her and I do look forward to the face-to-face class.
6 September 11th Class #2: Philosophies in Dance In this class, we looked at philosophy which is a way of thinking about particular subjects such as ethics, thought, existence, time, meaning and value. There are four R’s involved in the way of thinking such as responsiveness, reflection, reason and re-evaluating. Philosophy is important as it guides our beliefs and helps us think better, act wisely and improve the quality of our lives. We also discussed culture which is rooted in philosophy as it is a system of beliefs and values. Cultural anthropology was also brought up during the class time and this is a study that is conducted to explore the activities and the way of life of early man by examining their material culture, oral traditions and other cultural expressions. It is these traditions and cultural expressions that have shaped visuals and performances that are even is existence today. Visual and performing arts is incorporated through the different curriculum levels however, many persons have different philosophical beliefs in terms of its importance and relevance to the development of students. In addition, we also looked at different locomotor skills which includes skills that allows us to move from one place to another such as walking, running, jumping etc.
7 My Personal Thoughts I appreciated learning about the historical aspect of dance and also seeing how culture is linked to the development of different philosophies. I also saw how traditions and expressions were developed over time and is even still recognized and practiced today and I think that this is important as it gives us insight into the life of the early man. If I’m being honest, I did have an emotional reaction towards the discussion in this class because I personally believe that VAPA is often overlooked and I think that is should be as important as maths and English. Art is such a beautiful aspect of expression and I believe that we as educators should create opportunities for students to express themselves. It is a form of selfactualization and can very much help improve students’ health. The practical aspect of the class was very fun as we used different locomotor skills to move around and warm up in our spaces, and I enjoyed watching my colleagues dance to tassa.
8 September 18th Class #3: World and Dance History In this class we explored the periods in history such as the big bang theory, prehistory, classical era, middle ages, renaissance period, early modern era, romantic period, and the modern era. These periods will have shown the development of life as we live in a dynamic world. Developments will have been made throughout these periods in history as we advanced from the stone ages where there were limited records of human activity due to the unavailability of technological resources to a life where technology is now a dominant and widely used resource in every day life. The renaissance period is an important period as this was labelled as the cultural rebirth. During this period, a new change in art was cultivated along with knowledge and culture. Dance will have been brought to life during the period as it reflects art and culture. There were also developments in philosophy, literature, art and new discoveries in travel, invention and style. Persons who have contributed to the art form in these periods were William Shakespeare, Johann Sebastian Bach and Kamau Braithwaite. The modern era represents the era that we are currently living in where technology is everywhere. We also talked about the limbo dance which in considered the dance on Trinidad and Tobago and is one of the most powerful. Bongo was also brought up in discussion and this dance tends to be very
9 aggressive and lively which created a lot of fear in audiences and it also a competitive dance. My Personal Thoughts In the World and Dance History class, I delved into the rich tapestry of global cultures through the lens of dance. Exploring the evolution of dance forms across different societies and time periods provided a fascinating insight into the interconnectedness of human expression. From traditional rituals to contemporary choreography, the discussion highlighted the profound ways in which dance reflects societal values, beliefs, and historical shifts. It not only broadened my appreciation for diverse dance traditions but also deepened my understanding of the cultural narratives embedded within each movement. Overall, the class ignited a newfound curiosity for the universal language of dance and its pivotal role in shaping our shared history.
10 October 2nd Class #4: Dance Education Theory In this session, we explored the contributions of Rudolph Von Laban to dance education and some of his achievements. Rudolph Laban whom we know as the father of modern educational dance , established a Choreographic institute in the year 1915. He published the Labanotation also known as Kinetography Laban in the year 1928. This is a dance notation system which uses symbols to represent movement components through which each pattern is spelled out. Laban’s analysis focuses on 4 movement concepts such as body, space, effort and relationship. Laban also founded the Art of Movement Guild in 1945 and the Art of Movement Studio in Manchester in the year 1946. My Personal Thoughts The Dance Education Theory class was an illuminating journey into the pedagogical aspects of dance. It meticulously explored how to effectively teach and inspire through movement. From understanding developmental stages to designing inclusive curricula, the course equipped me with valuable insights into fostering creativity and discipline within a dance education setting. Exploring various teaching methodologies and strategies, I gained a profound appreciation for the role educators play in shaping not just dancers, but also wellrounded individuals. The class not only refined my teaching approach as a prospective teacher, but also deepened my belief in the transformative power of dance education as a means of self-expression and personal development
11 October 9th Class #5: Movement and Music This class, we looked at the focus of a dance plan which are movement theme, dance idea, introduction, movement training and dance climax. The dance idea that we used as an example for this session was the rag doll dance which is basically doing body movements such as shaking various body parts, bending, swaying and circling of arms. We did this as a warm up exercise. Music was also integrated into this lesson as we revised musical notes such as the semibreve, minim, crotchet and quaver. An exercise was done in which we had to clap the number of beats that each note contains and add dramatic interpretations to it. Our colleagues were given the opportunity to showcase their creative movement sequence using the same rag doll dance concept and inculcating different levels. My Personal Thoughts In the Movement and Music in Dance class, I learned how dance and music work together like best friends. We explored how different moves groove with various beats, making dance feel like a cool conversation with the music. It was like discovering the secret handshake between rhythm and motion. Understanding how steps and tunes team up added a fun rhythm to my dance vocabulary, turning each routine into a lively dance party. This class made me appreciate the magical partnership of movement and music, making me feel like I have my own dance playlist in my feet!
12 October 16th Class #6: Shape Shape in dance refers to the form and forming of the body or its body parts in a particular position or movement. It is the bridge between body and space. Dancers can use their bodies to create different shapes, lines, angles and curves to express different elements while performing. Some basic shape forms that can be formed are pin, screw, ball and wall. Shape flow support was a concept that I came across while reading and this is the growing and shrinking of the internal kinesphere and this supports the inner architecture of the body in space. The breath is related to shape flow support which feeds the growing and shrinking of the torso. In shape flow support movement goes out into space and shapes are created. Breath is known as an inner shaping experience as the body shrinks and grows with each breath. An important point to note is that posture is not built by muscles but by the whole way you breathe.
13 My Personal Thoughts This class was an asynchronous class as we were out on our field teaching. After looking through the slides and doing further research I began to think about how this could be used in the future in my teaching practice. I think that it can be useful in teaching a subject like geometry in mathematics in which students can use their body to represent different shapes. I actually had this idea previous to this class however I didn’t implement it. I also looked at the ‘The Shadow’ filed you posted and saw how this can be used to engage students kinesthetically. Students can listen to the words and use their bodies to form the different shapes mentioned. This gives them the opportunity to use their imagination and also express themselves and I think this will increase students’ motivation to learn. It’s a great idea and also one that children will definitely enjoy as it may be something new that they are be introduced to.
14 October 23rd Class # 7: Midway Model In this class we discussed the midway model which is a part of the Art of Dance model which was created by Ms. Jacqueline Smith- Autard. The model places equal emphasis on the development of knowledge of dance techniques and styles along with principles of movement. It is a model that is predominantly student centered and focuses on open ended problem solving in which the teacher becomes a catalyst, guide and consultant. The model also allows for balance between creating, performing, viewing and appreciating dances. The midway model demands knowledge of theatre dance and its goal is to contribute to the artistic, aesthetic and cultural education. My Personal Thoughts The model places emphasis on a student-centered approach meaning that the teacher’s role is to guide. I think that this model can be implemented as it will give students the opportunity to take control of their learning and also express their creativity although there is a specific frame of work to follow. Room for individual expression is created and students are allowed to demonstrate their creativity by selecting their personal preferences in their dance techniques. For example, in teaching the topic Traditional Carnival Characters in social studies, students can be placed into groups and each group will have to create a short dance portraying their perspective of the characters. This can be an ongoing project as students will be given ample time to research these characters and create their short dances. Students can also create simple costumes to portray these characters. Through this assignment students will learn the cultural meaning behind these characters. This is an activity that students will definitely enjoy and create significant meaning towards their learning.
15 October 30th Class # 8: Gesture and Mime In this class, the topic gesture and mime was discussed. Gesture refers to a form of nonverbal or non- vocal communication in which visible bodily action communicate particular messages. These can include movement of the hands, face or any other part of the body. Gestures in dance are expressive movements or poses that convey specific emotions, ideas or narratives. Gestures can be used to tell a story within a choreography and it creates a deeper meaning behind it. It is used to enhance a performance and can definitely gain the attention of an audience once the gestures used are powerful and creates a clear message of what is taking place. A mime is form of expression that uses gestures , facial expressions, and body movements to convey a story or message without spoken words. Mimes can be used in various settings such as educational settings, theatre performances, comedy shows and as entertainment for children.
16 My Personal Thoughts I was actually absent for this class as I was extremely exhausted from teaching on that day. Based on my reading, I can conclude that gestures and mimes in the context of dance are used to add strong meanings and storylines to dance once they are used effectively. Your gestures and your mimes must work hand in hand in order to send messages to an audience. The content in this topic is useful as we as prospective teachers can incorporate this in our teaching. It can be used both by the teacher and the students and this can make class time more enjoyable. It can be used in a simple scenario in which the teacher creates an facial expression where students know that they are doing something that they aren’t supposed to be doing and immediately stop. The students received the message that they needed to stop what they were doing. I think gestures and mimes can create a lot of comedy in the classroom and this will best suit me as I have a great sense of humor.
17 November 6th Class # 9: The Art of Choreography Choreography is also known as movement composition and it involves the art of processes that are involved in creating a dance. It is the practice of designing and arranging sequences of movements and steps to create a dance. The persons responsible for planning and organizing these sequences of movements are called choreographers. Choreography entails improvisation, craft and form and resource. In a choreography movement is manipulated through exploration of space, effort, time and relationship. Choreography can also be accompanied by the music or any sound effects. My Personal Thoughts The Art of Choreography class was like unlocking a magical world where movement tells stories. Learning how to create dances felt like painting with motion, turning ideas into living expressions on the dance floor. It was a journey of discovering the power of every step, gesture, and formation to convey emotions and narratives. Breaking down the anatomy of a dance piece and understanding the nuances of composition brought a fresh perspective to my appreciation for choreographers. This class was a key to unraveling the secrets behind the magic of dance, turning it from something I simply enjoyed into something I could actively craft and shape.
18 November 20th Class #10: Styles and Genres There are various styles and genres in dance such as ballet, contemporary, jazz, folk, Latin, hip-hop and many others. All of these different genres will have stemmed from different cultural backgrounds and created diversity in dance. Each category of these dances can be recognized by an audience according to their style. In dance, style is the distinctive and unique way in which a dancer or a choreographer expresses movement. It encompasses the specific characteristics, techniques and aesthetic choices that define a particular dance form or genre. The genre refers to a specific category of style of dance that shares common characteristics, techniques and aesthetic elements. Dance genres are often defined by cultural, historical or regional influences and they provide a framework for creating and understanding various dance forms.
19 My Personal Thoughts Unfortunately for this class, I was unable to attend because of transportation issues. This class will have been my first time meeting with you face to face and I was disappointed that I couldn’t. I really wanted to be involved in this course physically as it is a dance course and I was really looking forward to using this course as a brain cooler from other courses. I did ask my colleagues how the class was and they said it was very much enjoyable. I’m sorry that I couldn’t make but I did indeed learn a lot from you and I appreciate your role as a dance teacher in education. You were very understanding and passionate about the course and this is key to being a teacher. I definitely will apply some of the things I learnt here in my upcoming practicum as I see how beneficial it can be to students and also create a memorable learning experience for them.
20 Dance Lesson Plan Teacher: Ms. Gosine Subject: Dance Duration: 35-40 minutes No. of students: 14 No. of students present: 14 Class Level: Standard 3 Movement Theme: Cultural Influences Dance Idea: Salsa Dance Previous Knowledge: Students have prior knowledge about using body movements to create a dance. Students know about spatial awareness. Objectives: At the end of this lesson students will be able to: 1) Demonstrate the fundamental steps of salsa using footwork and hip movement. 2) Collaborate with peers to practice partner techniques in salsa
21 dance. 3) Perform a salsa routine to music. 4) Create a salsa dance incorporating a partner technique. 5) Develop an appreciation for dance and the performing arts Resources: Bluetooth speaker, computer, music used for accompaniment. Learning environment: physical classroom, teacher/student centered, interactive, well ventilated, adequately lit Warm-up Activity: The teacher will. Play rhythmic music to set the energetic tone. While the music is playing, students will do some basic stretches to prepare for the salsa movements.
22 Movement Training Concepts Teaching Strategies Learning Activities 1. Fundamental steps of Salsa Demonstration The teacher will do a step by step demonstration of the salsa dance. She will explain to the students that whatever is one with one foot the same applies to the other. The teacher will play a short video in which students will Students will observe and listen to the teacher. The students will then practice the basic steps in the dance.
23 watch and follow the basic steps. 2. Partnering Technique The teacher will inform students that they are going to do the salsa dance but with a partner. The teacher will then call on a pair of students and allow them to demonstrate their understanding of the salsa dance. Demonstration The teacher will then demonstrate the Students will observe their classmates. Students will observe the teacher’s demonstration. Students will practice the partner technique.
24 proper technique with another student. The teacher will then give students time to practice doing the salsa dance with their partners. 3. Dancing the Salsa Activity The teacher will play a Latin song and use instructions to guide the students in doing the dance. The teacher will count students in and also instruct them to Students will listen to the teacher’s instructions and dance along with the music.
25 find a partner at a point in the song. Dance Climax: The students will be required to choose a partner and create a salsa dance to a Latin song of their choice. Students will have to incorporate a partner technique and they will also have to demonstrate the fundamental steps in the dance. Students will have to perform their choreographies in front of the entire class. Students will be encouraged to use expressions in their routines. Cool Down: The teacher will engage students in a cool down exercise.
26 References Pictures from the Internet https://stock.adobe.com/images/vector-mime-set-with-different-positions-and-gestures-toexpress/117356356 https://www.nytimes.com/2012/01/13/arts/dance/david-parsons-at-joyce-theater-review.html https://www.pinterest.com/pin/rag-doll-dance-costume--460282024385582384/ https://labanlibrary.wordpress.com/tag/laban-art-of-movement-centre/ https://www.poetryfoundation.org/poets/kamau-brathwaite https://www.bloomsbury.com/ca/art-of-dance-in-education-9780713661750/
27 THE END!