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Chapter 13

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Chapter 29
Skill Themes in Dance
Chapter 29 Key Points
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Chapter aims to foster an understanding of the teaching
of movement concepts and skill themes in dance
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Even teachers with little or no formal dance experience
can make dance an exciting and enjoyable experience
for students
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Several purposes for dance in the curriculum
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Children Moving classifies dance experiences into:
1.
Rhythmic dance
2.
Folk, ethnic, and square dance
3.
Creative dance
The Purpose of Dance
Dance experiences in physical education should give
children:
1.
The ability to use their bodies to express feelings and
attitudes
2.
A sense of satisfaction from effectively using their bodies
as an instrument of expression
3.
Enjoyment and appreciation of dance as a worthwhile
physical activity for everyone
4.
Ability to interpret and move to different rhythms
Types of Dance
Rhythmic Experiences
Focus on children’s ability to move to a rhythm
Folk, Ethnic, and Square Dances
Focus on structured dance forms of a particular culture
Creative Dance
Focuses on creativity and expression
Skill Themes in Dance
Teaching Children Dance: Unstructured Forms
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Prior to learning structured forms of dance, children need
experience in moving freely in response to their internal
rhythm
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Children need experience in performing locomotor
movements in free space in response to various rhythms
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Children Moving focuses on:
1.
Rhythmic dance: emphasis on children’s ability to
move to rhythm
2.
Creative dance: emphasis on provoking creativity and
expression.
Chapter 29: Skill Themes in Dance
Teaching Children Dance: Unstructured Forms (cont)
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Rhythmic and creative dance are many a times taught
concurrently during a lesson
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Very young children are usually in tune with their bodies;
hence it will be important for teachers to provide
expressive dance experiences that enhance this innate
expressive ability
Progression in Teaching Rhythmic Experiences
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Children move to their own internal rhythm (fundamental
body actions and traveling skills)
Children move to an external rhythm (such as a drumbeat)
imposed by the teacher
Manipulatives are added to the rhythmic experiences (i.e.,
streamers, scarves, lummi sticks, balls, jump ropes)
Use of teacher-designed routines to elicit group responses to
a given rhythm
Use of student-designed routines (alone, with a partner, with
a group) combining various movement qualities and patterns
(i.e., jump rope routines, ball handling routines to music)
Progression in Teaching Creative Dance
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Children develop sensitivity to and awareness of
movement through exploration (focusing on fundamental
body actions and traveling skills)
Children perform tasks that focus on the spatial quality of
the movement (use the movement concepts to help
children realize the potential of a movement)
Children explore movement as a tool for self expression
(expressing an idea, attitude, or feeling)
Children structure their communicative movements into
organized forms (sequencing)
Children design a dance (structuring several sequences
into a whole)
Chapter 29 Key Points
Teaching Children Dance: Structured Forms
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Folk and square dance:
пЃ® Range from simple to very complex.
пЃ® Require competence in moving to a designated rhythm
before they can be completed successfully
Chapter 29 Key Points
Some Teaching Points
пЃ® Expressive dance content consists of the majority of the
skills themes categorized under locomotor and nonmanipulative as depicted in the wheel
пЃ® Movement concepts are used to heighten and expand
children’s movement possibilities as they express
themselves
пЃ® Dance ideas are found throughout skill theme chapters,
especially in Chapter 19 (Traveling)
Chapter 29 Key Points
Some Teaching Points (cont)
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It is a professional responsibility to include dance in the
physical education program. All children should have
opportunity to experience creative movement and
rhythmic experiences
For some students, dance may well be one of their
lifetime choices for physical activity
Movement Analysis Framework: The Wheel
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