As an introduction, this week saw this particular seminar covering the basic requirements and expectations of the unit, such as assessment tasks, attendance, safety, ability and suitable attire, among a few other aspects that needed to be covered.

 

Secondly, there was a general revision of what was taught in 2nd Year dance, which explained the theories as to why dance is beneficial within the education system. One particular aspect was the mention of improved results within standardised testing when students were given the opportunity and participated in. Studies have also shown that dance has many benefits to children including increased engagement, improves memory, overall intelligence and improves cognitive health (Powers, 2010).

​

A a few warmup activities were performed with strong focus on working as a team and as icebreakers for the newly assembled class. One that I found was of particular interest was where we had to 'untangle' ourselves and form a circle without breaking away from each other, all of which were holding hands. This made the class communicate as a team, problem solve while breaking the awkwardness of close contact and other issues that are often found within a new group of people.

​

​

​

​

​

​

​

​

​

​

​

​

​

Other areas covered were the basic principals of dance movement and the terminology used to define these principals:

 

EXPRESSIVE INTENTION

(Why)

• Reason or rationale for creating the dance

 

ELEMENTS OF MOVEMENT

(How)

• Space

• Time

• Dynamics

• Relationships

 

BODY ACTIONS

​

This is commonly referred to the acronym GLEFTS

• Gesture

• Locomotion

• Elevation

• Fall

• Turn

• Stillness

 

QUALITIES OF MOVEMENT

• Sustained

• Suspended

• Swinging

• Percussive

• Vibratory

• Collapsing

 

The principals of dance movement were incorporated and demonstrated through performing a dance to the popular tune of The Grand Old Duke of York. An example of the rhyme is available below:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The aspects of GLEFTS were used to create movement to the rhyme, and then to add an individual twist, an everyday task had to be added to the routine in the form of additional movement.

 

One aspect that I felt could change is the requirement to perform in front of class during the first seminar. Although I had no particular issue with confidence, there are students, particularly at primary levels, which could find this practise intimidating during an introduction to the class. To counter this in my own classroom, I would focus the initial lesson primarily on building team skills and carrying out small group activities to help build a supportive environment. On the other hand, it could be seen that by jumping straight into dance with group peers could actually reduce confidence barriers by dealing with it immediately and setting the expectations required for the seminar.