Dance and Movement Teaspoon of Light Project Essay
1954 Words
Apr 4th, 2013
8 Pages
“Keep your eye on the arrow not on the target” (Faculty of Education, University of Auckland, 2011b)
Dance is expressive movement with intent, purpose, and form. It exists in many forms and styles and is practised in all cultures, taking place in a range of contexts for various purposes. Drama is the expression of ideas, feelings and human experience through movement, sound, visual image and the realisation of role. Both Drama and Dance is essential in children’s education and has many benefits however also portrays challenges for teachers.
In this essay I have explored three learning out comes linked to Drama and Dance that were evident in the ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch, New Zealand …show more content…
Dance is expressive movement with intent, purpose, and form. It exists in many forms and styles and is practised in all cultures, taking place in a range of contexts for various purposes. Drama is the expression of ideas, feelings and human experience through movement, sound, visual image and the realisation of role. Both Drama and Dance is essential in children’s education and has many benefits however also portrays challenges for teachers.
In this essay I have explored three learning out comes linked to Drama and Dance that were evident in the ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch, New Zealand …show more content…
Wright (2003) describes this challenge in that teachers must be able to communicate expectations, needs and difficulties in a direct and sensitive manner and be able to accept the same level of directness from the children. The teacher needs to watch, listen and fell what the children need and want to express (Wright, 2003). O’Conner (2011) reflects on his session in ‘A Teaspoon of Light’ as constantly changing. He believed that deciding in the moment was an important challenge for the teachers and directors.
The second learning outcome is Using Skills, Techniques and Processes in drama and dance. It is movement based as students manipulate a medium by reorganising, reinterpreting and assimilating movement and design element in new contexts or for a new purpose. The process involves working collaboratively to experiment with dramatic techniques in constructing, rehearsing and refining the performance (Tasmanian Curriculum, 2007). There are benefits and challenges for the teachers and students when exploring this outcome.
The Tasmanian Curriculum (2007) states that a benefit for Using Skills, Techniques and Processes is the developing of awareness, relationships and appropriate behaviours in dance and drama, leads to an increase in self-esteem and confidence. During ‘A Teaspoon of Light’ it was shown that the students gained confidence throughout the sessions. Ginny Thorner, a
The second learning outcome is Using Skills, Techniques and Processes in drama and dance. It is movement based as students manipulate a medium by reorganising, reinterpreting and assimilating movement and design element in new contexts or for a new purpose. The process involves working collaboratively to experiment with dramatic techniques in constructing, rehearsing and refining the performance (Tasmanian Curriculum, 2007). There are benefits and challenges for the teachers and students when exploring this outcome.
The Tasmanian Curriculum (2007) states that a benefit for Using Skills, Techniques and Processes is the developing of awareness, relationships and appropriate behaviours in dance and drama, leads to an increase in self-esteem and confidence. During ‘A Teaspoon of Light’ it was shown that the students gained confidence throughout the sessions. Ginny Thorner, a