Hi folks!Here are the overarching goals for the quarter. They are parallel to the goals we were aiming towards in visual art and music:Each quarter we will work with you to consider how and why you might bring the Arts into your classrooms as pedagogical tools. We want each of you -- regardless of whether you would call yourself musician, artist, actor or dancer -- to consider the functions and possibilities of these diverseforms of thought and expression for your teaching. Specifically, our goals Spring quarter are for you to:- explore what role drama, dance and movement may have in public education;- find intentional and purposeful ways to bring the drama, dance and movement into the classroom;- begin to learn about a few elements and principles of drama, dance and movement; - begin to learn how the elements and principles of drama, dance and movement can be used as pedagogical tools for exploring and making meaning of concepts in a range of disciplines; and,- become more inclusive in the way you consider drama, dance and movement so that what is normalized in the classroom are not just the visions and perspectives of the dominant culture.Here are the elements/principles. I hope we work with. Elements of Dance Principles ofOrganization forDanceElements ofTheatreSpace Time Energy/Force Repetition Balance Contrast Emphasis Variety Character Setting Dialogue Conflict Action Plot Design Theme You mentioned a few ways of working with these elements/principles. Some of these activities invite us to merge movement and theatre:- Viewpoints exercise: Constructing character (Todd)- Contentless scenes: - Setting: walking through space – how would you walk through a rainforest- Use of media, clips from Alvin Ailey, from Hamlet, performances at Arts Walk- Improv games- Brain gym- Irish dancing, - Cooperative games.ORDEUVES: Here’s an idea you came up with and I built on for the first week. Let me know what you think.SLO: After moving through a set of learning stations experimenting with and identifying a rangeof elements and principles in drama, dance, & movement SWBAT apply and identify elements within a brief performance. PART ONE: Brief introduction to theatre, dance and movement unit. (5 minutes)PART TWO: Introduction to elements/principles of drama, dance/movement via learning stations - Take one theme/concept (e.g. symbiotic relationship, system, challenge, etc) – groups of 9 students work around four-five stations (10 minutes per station). Each station draws attention to a couple of key elements and has students work with ways to express concept using those elements.- Take a short script – similar idea but reading through a script highlighting different elements.After about 10-15 minutes in one group, we could have groups face the center and perform the concept using the different elements. Not everyone would rotate through every station, would take too long. There would be mini performances that are repeated and identical in focus (script/concept) but different in how shaped by element/principle focused on. The other groups could guess which elements/principles are at work in the different performances.After each set of performances we’d write on the board which elements and principles we’ve identified.TIMING ABOUT 60 MINUTES TOTAL: One set with drama and one set with dance/movement (each group 30 minutes total -- 15 minutes station work +15 minutes total of each group’s performance). PART THREE: Groups demonstrate understanding of difference by working on a newconcept/ short script highlighting one of the elements learned.1. Break into smaller groups (4-5 people)2. Each group is given a slip of paper out of a hat that contains one of the elements that just learned about for movement/dance/drama. 3. Whole class receives script/concept and gets 10 minutes to prepare brief performance that highlights element. 4. Performance5. Class guesses element highlighted with each performance.TIMING ABOUT 30 MINUTES TOTAL (10 minutes prep + 20 minutes performance and identification of element)PART FOUR: Some kind of a closing reflection. (5 minutes)To do:- Decide whether to work with a concept or script? A concept might work better as a way to show relationships between drama and dance? Perhaps could work with a short script that deals with the same concept that you end up asking students to move to?- Pick a concept (e.g. symbiotic relationship, system, challenge, etc)- If we work with a script, need to identify a short script. 1-2 pages? (any ideas?)- Drama stations: Todd, Krissy, Connie: Could you develop what the four exercises and distinguishing elements (pairs of elements) would be for the drama groups? It’s okay if we don’t use all the elements. It would be important to have four very distinct elements to emerge out of each corner.- Dance & Movement stations: Hillary, Lauren & Sally: Could you develop what the four exercises and distinguishing elements (pairs of elements) would be for the dance & movement groups? It’s okay if we don’t use all the elements/principles. It would be important to have four very distinct elements/principles to emerge out of each corner.- We’d need four people who’d be comfortable leading exercises for each group. For example, Sally Hillary & Lauren, if the drama folks told you exactly what to do for a drama exercise, would one of you feel okay leading a group. Likewise, drama folks, if you new what to do to lead a movement group, would you be okay with leading one of these groups? Perhaps too much complication.A goal I’d like to add on to guide our work, is for us all to work with THEMES and CONCEPTS. It will be relevant to the curriculum development work Sherry is going to do with us. Designing lessons around concepts and themes is a way to tap into students’ prior knowledge. I think we might also find it to be a useful tool for finding connections among disciplinary areas and the arts. A concept is an overarching idea that influences how details are organized. Thinking about the words influences what I kinds of details and relationships I expect and look for. It’s also often an idea that helps to organize details in more than one disciplinary area. The elements and principles listed below are actually concepts in and of themselves. Beyond these technical disciplinary concepts, I’d like us to identify concepts that could be usefulfor organizing and examining big ideas in a