Portfolio Item 2 - Fantasy as Cultural Context

During workshop two, we explored the actions of retelling a story through movement and sound. We worked with the content in, through and as dance and drama.

Year Level: Year 3 (level 3), Year 4 (level 4), Year 5 (level 5), or Year 6 (level 6)

Character creation

Focus: Using creativity, voice and movement to create a new character.

Students manipulated their own name to develop a new name. 
For example: Jacy = Acjy (a letter jumble).
Students presented these new names through a simple keep-the-beat like game. Teacher initially demonstrated the game, explaining that from a click, click, slap, slap, clap, clap sequence, you may only speak on the claps. Students worked in small groups to introduce their new names to each of their group members, also focusing on maintaining the rhythm and beat.


Students then worked to derive a movement to compliment their new name and presented this to their group members. 
For example: 'Acjy' *pounds table with both fists simultaneously*

Locomotive Monsters

Focus: Using movement and voice to enact a character creation  

Students loco-mote their previously chosen monster movement through the space. They use repetition of firm movements accompanied by strong chanting of their own name. Students are encouraged to repetitively display their movements throughout the space, as though greeting each other.

Student moves within space enacting his 'monster' character

Like 'monsters' form a group

Conformity & Contrast  

Focus: compare and contrast movements 

Group begins in a follow the leader like activity. As the leader locomotes through the spaces, they also display various body movements, such as 360 degree spins, arm movements, hops and jumps. The following students must conform to these movements and repeat them as they are performed, creating a Mexican wave like structure within the space. 
The leader may also choose different levels to locomote in the space like low, high or medium. 
 
Organisation can be changed and students can disperse around the space of the classroom, rather than one long line. The leader will then loco-mote around the room space, changing body shape and movement regularly. Students will have to conform to the movements as they notice them. To encourage a student-centered learning environment, teacher can also encourage students to become leaders.

As a contrasting activity, leader can then ask students to contrast the movements, for example; the leader stands high and the followers crouch low. Students quite literally then do the opposite to the leader. Students can work in smaller groups or pairs to complete the activity.

Students contrasting their partners movements

Where the Wild Things are - Group Performance

Focus: Retell a story through movements, dance, voice and tableaux

Students incorporate their individual monster characters that they created in a group performance of a most popular children's picture book; Where the Wild Things are by Maurice Sendak. Groups of students are each given a different section of the stories text to read, plan and perform. Through interpretive movements and sounds, students enacted the story using a tableaux, or motionless scenes, effect.

Arts literature has found that 'using drama activities helped to bring written materials to life by infusing the lifeless print with feeling, imagination and thought for the learner, who became an active participant in the process. Providing students with the opportunity to place themselves directly in the learning experience greatly improves their comprehension' (Ula, 2008)

Reflecting the story, the drama performance also included dance; the wild rumpus. The inspiration for the rumpus can be seen in the video below.

Where the Wild Things Are - Wild Rumpus Inspiration

Watch the final performance at this YouTube link:  Where the Wild Things Are final Performance