Thank you so much for your responses, Desi, Timothy, Kirsti, Tasha, and Mindi! Lots of good stuff here. I have heard of Laban but have never really dug into it -- I am definitely intrigued by what you wrote, Mindi. Lots of other good ideas here too -- thanks so much especially to Desi for such a detailed response.
Original Message:
Sent: 07-13-2022 06:05
From: Desiree Cameron
Subject: Movement Class for 6th Graders -- need ideas
Hi! How exciting!
I've taught movement to sixth graders for over a decade! The mask unit is always a favorite (I've used trestle masks in the past to creating our own masks and performing with them - from paper plate masks to building their own plaster masks). Once we made a mask, we developed the characters, wrote their backstory, wants, needs, fears, flaws, and then did hot seat introductions of each character. We bring our masked characters to life by exploring how each character reveals a variety of emotions through their entire body as well as how they would react to different situations. We then move to entrances and exits where each character has to show their characters feelings and do an action down stage center to reveal more about who they are before they exit in character. While it's nice to have a stage, you can also have students enter from "stage right" and exit "stage left". I like having students do a continuous flow performance where after one student exits the next student is on deck ready to enter so there is no break in the performances. I usually play a long piece of instrumental music underneath and it feels like the beginning of a possible performance piece, which we can workshop or perhaps split the class into two groups to create their own continuous flow performances to perform for one another. I also provide more entrance and exit exercises with a common prop that students must use in a new way!
I often provide short scene prompts that clearly tell a story so students know what makes a solid scene with two characters. Then, they can map out their own scenes, choose one prop each character uses, and select a piece of instrumental music to underscore their scene. I move from individual to partner to group loopThank with masks to tell a compelling stories. They love adding costumes, and simple set pieces as long as it helps to tell the best possiby story to serve the script they've been given or the script they wrote for themselves. It's also helpful to show videos of characters in masks performing together. I'm happy to share more of you'd like!
Another unit of study which is so fun is slow motion moments. Students can perform a short scripted scene (2-3 pages max) and Then find a significant moment in that scene that they act out fully in slow motion really over emphasizing every movement and utilizing their whole body! Bowl's slow motion race is a fun exercise to prepare for this or slow motion wrestling fights are always a blast (only with pool noodles/pillows/ etc).
I also really like creating movement pieces where students become everything in the piece - not just the characters, but the set pieces and environment all with their bodies. I like to choose powerful poems that they interpret with their bodies. Ex: An Amanda Gorman poem where students break into groups and create movements to emphasize the poem. They decide when they speak in unison, where they might echo one another, and they might speak alone. They can then create their own movement pieces to address social justice issues.
Puppetry is another great one (granted more focused on hand movements) - making other objects come to life from tissue paper and newspaper to clothing to sock puppets and hand puppets!
I hope this helps!
Desi
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Dr. Desi Cameron
www.drdesicameron.com
Original Message:
Sent: 07-12-2022 11:14
From: Cora Turlish
Subject: Movement Class for 6th Graders -- need ideas
A movement class for all 6th graders is being added to our program for next year. Our new dance teacher (the only other member of my department) will be teaching, but I'd like to offer some guidance if I can. The class is required, so everyone will be taking it regardless of interest, in two week chunks. The administration wants to call it movement because they're worried about requiring dance; the dance teacher is inclined to teach it like a dance class. If I were teaching the class, I'd do some Frantic Assembly-style physical theater ideas and/or stage combat. Anyone ideas and advice welcomed! Thank you in advance!
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Cora Turlish
NJ
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