Dance: reflection  (Page 3/3)

Viewing dance on video

Movements are transient, illusive and complex.

The view of dancers on video is two-dimensional, though of course, the movement itself is three-dimensional.

The educator needs to help the learners to see the dance as it passes through time.

It is necessary to provide frameworks or leading questions to guide perception.

This requires observation, description and interpretation.

Exercise 1: viewing and interpreting

Let the learners observe the dance and draw comparisons.

Let the learners describe, interpret, make evaluative comments on what they see.

Let the learners observe how movements are repeated; depict the mood of the dance.

Let the learners describe how the movements enhanced the feelings and meaning of the dance;

Let the learners describe the qualities in a phrase of movements;

Let the learners select the most appropriate movements;

Ask the learners for words to describe these qualities and write them on the board;

Let the learners talk about the feelings that the dance evokes in them (positive or negative);

Let the learners comment on the costumes, music, make up and set and how these elements

contribute to the theme of the dance they have viewed.

Ask the learners for words that describe the qualities and write them on the blackboard.

Exercise 2: class discussion

Divide the class up in groups of four or five.

Each group has a questionnaire to fill in.

Let the groups elect a representative to present their evaluations and reflections to the rest of the class;

Let the groups have a class discussion after all the groups have delivered their evaluations.

Helpful Hints:

Show the video more than once.

While the learners are watching the video point out certain aspects and contrasts: speed, tension, continuity, rhythm, shape, size, direction, level, simple spatial relationships.

Note that all comments from the learners are valid – even if they seem wrong to you.

Encourage the learners to give opinions and comments.

Be enthusiastic.

View the video first before showing it to the class and make notes on any aspect of the dance you want to discuss with the class.

Be generous with honest praise for all learners.

Talk with learners individually about their feelings about dance outside the class.

ACTIVITY 2: DANCES FOUND IN SOUTH AFRICA

Because South Africa is a multicultural country there is a variety of dances to present to the learners via pictures, video, theatre.

Over the centuries the social and religious dances separated from spectacular dances. From the former branch grew the folk dances which, in turn, produced new social dances from the Middle Ages onwards. The spectacular dances and some religious ones, with much cross-fertilization from folk dances, provided the stock from which great dance dramas of the East and the drama and stage dances of the West were off-shoots. Forms of dance vary greatly, but its two essentials are found everywhere. These are rhythm and movement .

Explore the following dances with your class:

Folk dances

Spanish dancing, Irish dancing (e.g. The River Dance), African Tribal dancing, Indian dancing

Ballroom dancing

The waltz, the two-step, the fox-trot

Latin American dancing

Tango, cha-cha, samba, etc.

Stage dancing

Ballet, Modern, Broadway Musicals, Film Musicals

Modern Social dancing

Disco, hip hop, break dancing, club dancing

Have the class identify and describe the many different kinds of dances found in South Africa.

This must be done at the end in their journals and then handed in.