Portfolio Item 1 - Animals and the Origins of Dance/Drama

During workshop one, we explored the movements of animals and their relationship with the environment through body shape and movement, prop use, voice/instrument/noise and spatial use.  

Each of the activities undertaken in the workshop, are discussed below.   

Year Level: Preps (AusVELS level F), Year 1 (level 1) or Year 2 (level 2)

 

 

Kingfisher Boogie

Focus: Exploring the actions of a kingfisher bird through body movement and voice.

Through bird like actions such as catching, ruffling and diving, and bird noises, we explored the story of the kingfisher bird.
Demonstrating an activity designed for Prep, year one or two students, the teacher guided the students in their actions and song, through a leadership like approach.
The lyrics of the boogie were gradually introduced and accompanied with simple actions, performed sitting on the floor in a circle formation. 
As students became more competent, the boogie was moved to a standing, non-locomotive position in which students would be allowed more movement and freedom in their actions.

This activity works on 'expanding individuals intellectually and socially through educational dance as well as kinesthetically and aesthetically' (McCutchen, 2006). Students can actively explore the life of the bird, informing their knowledge on its movement and some habitat, all within a social environment, interacting with their peers through the actions of the kingfisher. Additionally, students are also practicing and experiencing various motor and artistic skills.

 

The Elephant and the Snake  

   

Focus: Portraying animals through movement and sound

During this activity, we were challenged to predict the animal portrayed, using the movement and sounds as clues.
The first animal portrayed was an elephant. This was done through the use of a body of students to form one long, connected line. With their arms linked through one another, the elephants large, flapping ears were portrayed. They stomped in unison to the beat of chanting lead by one leader to intimidate the 'enemy', or other students watching on. The body moved in the space, turning and flexing. Finally, the body stopped and finished with a strong salute using their arm and clenched fist, or 'trunk' (pictured).

'Dynamics of movement help to convey the character being portrayed' (Bloomfields & Childs, 2000). As the students moved steady and in unison, they portrayed aggression and strength. 


For the next portrayal, props were introduced to support the visual of a coiling snake shedding it's skin. We used colourful scarves to link each student into one long moving creature. Once again, the group was led by one person who integrated various spins and pace change which were repeated like a Mexican wave throughout the group, or like a snakes rhythmic body. Finally the snake settled into a tight coil where the scarves were dropped to symbolize shed snake skin.

Deakin Students using colourful scarves for self expression

The snake trail taking form

The 'shed snake skin'

 At the waterhole...

Focus: Exploring the actions of a chosen animal through body movement.


Students are divided into four equal groups and use the previously experienced movements and ideas to create and portray a particular animal at the waterhole. Based on Graeme Base's famous story book 'Anamalia' (1986), students are to also accompany their portrayal and movements with an alliteration poem.
Alliterations included:

'Grumpy gigantic giraffes galloping away from me'

'Powerful proud peculiar peacock pecking at me'

'Giant gold graceful galloping giraffe looking at me'

'Huge happy hungry hairy hippo'

Students manipulated their bodies into various shapes and movements through the space to make connections with the animals being portrayed. Varieties of gesture, locomotion, elevation, turning and stillness (GLEFTS), were used to portray a group of, or one embodied animal. Alongside colourful, textured or animal printed props and costumes, students formed a spatial arrangement reflective of a particular animal.

Moving to the beat and rhythm of the background music, students presented their animal, for example the hippopotamus, as one large animal, made up by a collection of ten students working together as a whole body. Students emphasized various qualities of the hippo, including large, chomping teeth and tusks, rolly belly, stomping feet and flicking tail, through a collection of locomotive movements and body shapes. Concluding the hippos lap of the waterhole, the whole large animal separates into ten individual hippos which dive into the depths of the waterhole, portraying a habitual fact of that animal. 

At the Waterhole Group 1 Performance

Video - Deakin students performing 'At the Waterhole'

        
'Drama facilitates students' social and interpersonal development by providing opportunities for them to negotiate, solve problems together and work cooperatively' (Davis, 2004). The above activities certainly do encourage great participation and cooperation among students in the classroom in a group like environment.

In the classroom...

AusVELS The Arts
 
At foundation level (Prep) - 'Students make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences'

At level one & two (Year 1 & 2) - 'Students plan arts works that communicate ideas, concepts, observations feelings and/or experiences'

Similarly, both levels focus on portraying particular ideas through dance drama, a certainty when involved in the activities outlined above.