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Completed Layla D Ethics Form final version  (4)

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LINES AND TECHNIQUE 7th march Appendix 11

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LINES AND TECHNIQUE 7th march Appendix 11

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Here we created some repetition on our lines and dynamics and technique, the girls managed to grasp the speed and timing of the 'port de bra' and wanted to keep repeating to improve the diction of the motif.

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Here the girls focused on the travelling exercises but this time focusing on projection and performance and using the lateral muscles as we discussed through graham technique. I explained about the torso and reaching the extension with the right arm and neck line to create depth.

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The students wanted to expand their knowledge on hip-hop moves and grooves and create a rhythmic sequence they can take motivation for their own module. We started with the 'BART SIMPSON' hip-hop move and then into the 'rooftop'. I made sure we repeated the moves for at least 1 to 2 counts of 8.

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Focusing on technique I gave them a pirouette combination to feel the engagement and support through the glutes. The girls felt off balance at the start but after we re-focused on finding our centre and turning from the torso.

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Focusing on the hip-hop we focused on transitions and creating a motif. Here you can see the students executing the grooves.

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After rectifying the grooves and working on details I asked the girls to work through again focusing on reaching the maximum of extension and lines.

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For the second workshop the teacher wanted to focus more on balletic movement and technique, so I went through a travelling sequence focusing on port de bra, extension, footwork and pushing through the floor with the metatassels.

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This time round we focused on holding attitude and a tight fifth with our arms in fifth. I asked the girls to really focus on squeezing the glutes and working on engagement.

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For the last session we worked on a number of things and we also went back to the pioneers Graham and Cunningham and our contractions and releases. We focused on our extension and twisting from the back and torso with spirals and how to project with our high release. I talk the girls through with counts to make sure they know how much time they have to use all the counts and breath through the music.

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Voice note reflection of my first workshop

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Voice note reflection of my first workshop

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Following my research technique and inspirations i thought it would be wise to analyise the aqa dance board as it would give me a good idea for my A-level students to teach something they can use applicable to their study. 

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Following my research technique and inspirations i thought it would be wise to analyise the aqa dance board as it would give me a good idea for my A-level students to teach something they can use applicable to their study. 

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For my workshops I will ask students what they have been working and technically, stylistically and what pioneers they are familiar of what they implement in dance. I will also educate students on the pioneers I am raising awareness of such as Martha Graham and Alvin Ailey and what technical approach and aspiration they bring to me to demonstrate and implement into the class and tasks given.

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Dance (no date) AQA. Available at: https://www.aqa.org.uk/subjects/dance/a-level/dance-7237 (Accessed: February 10, 2023). 

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Dance (no date) AQA. Available at: https://www.aqa.org.uk/subjects/dance/a-level/dance-7237 (Accessed: February 10, 2023). 

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Here i found how Ailey and Cunningham can come together and be used to create a diverse technique warm up for my classes. The set syllabus of Cunningham contrasts with the fluidity of ailey and how he uses these fundamentals to create a more diverse open motif through his choreography.

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Location- The Sutton Academy
Participants-
Number and length of workshops- 3X2
Teaching approach- Warm, friendly, encouraging, plenty of explanation and feedback as well as regularly checking in on students.
Tools- Pen, Paper, sticky notes, feedback sheet, music,phone.
how will I evaluate- Questionnaire, asking students how they feel, will they do it again?
Time Frame- Welcome Talk, warm up, stretch 30 mins. Choreographic task and free time group work- 30-45. Show and tell with feedback and analysis- 15 mins. Performance and technical exercise to end 15/20. Class conclusion and survey analysis 10 mins.

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(no date) Secure.vafest.org. Available at: https://secure.vafest.org/overview/368 (Accessed: January 20, 2023). 

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(no date) Secure.vafest.org. Available at: https://secure.vafest.org/overview/368 (Accessed: January 20, 2023). 

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Joint productive activity (JPA), language and literacy development (LD), meaning making (MM), complex thinking (CT), and instructional conversation make up the five pedagogy requirements (IC).

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Joint productive activity (JPA), language and literacy development (LD), meaning making (MM), complex thinking (CT), and instructional conversation make up the five pedagogy requirements (IC).

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Merce Cunningham created the Cunningham Technique® to educate dancers for his company. The technique places a strong emphasis on virtuosity, rhythmic correctness, spatial awareness, and form clarity. A hard 90-minute Cunningham Technique class begins with a comprehensive 45-minute warm-up and then moves into a variety of different movement phrases. In the class, phrases from Merce Cunningham's choreography are frequently used.

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Merce Cunningham created the Cunningham Technique® to educate dancers for his company. The technique places a strong emphasis on virtuosity, rhythmic correctness, spatial awareness, and form clarity. A hard 90-minute Cunningham Technique class begins with a comprehensive 45-minute warm-up and then moves into a variety of different movement phrases. In the class, phrases from Merce Cunningham's choreography are frequently used.

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Another research that i aspire to and will use in my workshops is Cunningham. The spiral and contraction that i use in my training i find most useful and knowledgeable to teach as it has helped me find control and stability through my movement.

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Merce Cunningham technique® - école de danse classique, Contemporaine et jazz (no date) EDAC. Available at: https://www.edaclyon.com/merce-cunningham-technique/ (Accessed: January 20, 2023). 

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Merce Cunningham technique® - école de danse classique, Contemporaine et jazz (no date) EDAC. Available at: https://www.edaclyon.com/merce-cunningham-technique/ (Accessed: January 20, 2023). 

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NSPCC (2022) Online harm and abuse: learning from case reviews. London: NSPCC

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NSPCC (2022) Online harm and abuse: learning from case reviews. London: NSPCC

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Western Governors University (2021) Five educational learning theories, Western Governors University. Western Governors University. Available at: https://www.wgu.edu/blog/five-educational-learning-theories2005.html (Accessed: November 4, 2022). 

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Western Governors University (2021) Five educational learning theories, Western Governors University. Western Governors University. Available at: https://www.wgu.edu/blog/five-educational-learning-theories2005.html (Accessed: November 4, 2022). 

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evidence of process

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evidence of process

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2022. [online] Available at: <https://danceteachingideas.com/> [Accessed 12 October 2022].
Tips, D., 2022. How To Become A Dance Teacher: The Ultimate Guide. [online] Dance Ed Tips. Available at: <https://www.danceedtips.com/blogs/news/how-to-become-a-dance-teacher-the-ultimate-guide> [Accessed 12 October 2022].
shannondoolingdances (n.d.). My Favorite Introduction Games for Dance Classes | Shannon Dooling Dances. [online] Available at: https://shannondoolingdances.com/2018/09/04/backtodancegames/.
www.fullerton.edu. (n.d.). Dance Students’ Performance Technique and Skills - Assessment and Institutional Effectiveness | CSUF. [online] Available at: http://www.fullerton.edu/data/assessment/showcase/cota_dance.php.

BOOK:
Teaching Dance Studies, edited by Judith Chazin-Bennahum, Taylor & Francis Group, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4511805.

Created from bolton on 2022-10-25 11:39:02.
Adshead-Lansdale, J. and Layson, J. (2006). Dance History. Routledge.

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my project outline is to complete 2x3 hour workshops educating and improving knowledge on the development and creativity for teenagers. I will give them a range of tasks and choreography tasks that they can use to create their own motifs and development. I will assess the progression and development and monitor how students learn or how slow/quick they are to understanding the creative task given as well as working and refining technique to keep the fundamental professional standard as they are A level student practice.

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My inspiration for this project is to give students fundamentals and tools to take as a life lesson that will help them in any subject or any genre in life. Assessing the progression of students and improving any abilities to learn to gain an even bigger understanding of knowledge is a key inspiration to me as a teacher. I am inspired and motivated to show a high standard of teaching and knowledge to students to show them the level of advocate to have if they have ever been interested in being a teacher.

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ive been using and taking inspiration from teachers in contemporary and am planning on creating a combination of movement labelled a b c d and students can work through any order to create their own pattern of performance.
syllable name game
road trip name game
'Often improvisation exercises are given to students in beginning-level technique classes to help them discover their capacities for moving and dancing in ways other than those with which they are already familiar'—
Teaching Dance Studies, edited by Judith Chazin-Bennahum, Taylor & Francis Group, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4511805.
Created from bolton on 2022-10-25 11:39:02.

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'Often improvisation exercises are given to students in beginning-level technique classes to help them discover their capacities for moving and dancing in ways other than those with which they are already familiar'—

Teaching Dance Studies, edited by Judith Chazin-Bennahum, Taylor & Francis Group, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4511805.