Skip to content Skip to navigation

OpenStax_CNX

You are here: Home » Content » Differently-abled people and dance

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETSenPhaseAC display tagshide tags

    This module is included inLens: Siyavula: Arts & Culture (Gr. 7-9)
    By: Siyavula

    Review Status: In Review

    Click the "GETSenPhaseAC" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Differently-abled people and dance

Module by: Siyavula Uploaders. E-mail the author

ARTS AND CULTURE

Grade 8

CRITICAL AND CREATIVE EXPRESSION

Module 9

DIFFERENTLY-ABLED PEOPLE AND DANCE

DANCE

Activity 1:

To discuss dances focussing on DIFFERENTLY-ABLED PEOPLE AND DANCE

[LO 2.4]

Think back and try to remember this activity you did last term. Fill in the questionnaire below:

1. How did you feel when you were blindfolded and had to move without sight?

How did you feel when you could not hear the music?

How did you feel when you could not use your legs?

Were the movements difficult or easy to execute? Why?

What part of the exercise did you enjoy most? Why?

What part of the exercise did you enjoy the least? Why?

Describe how the disability restricted your execution of the five body activities.

Movement:

Turns:

Elevation:

Gesture:

Transference:

How did the disabilities affect your use of space and floor patterning?

Blindness:

Deafness:

Paraplegic:

Activity 2:

To discuss dances in own social contexts:STRICTLY BALLROOM

[LO 2.2, 2.4]

1. Identification

Your educator will let you view the video Strictly Ballroom.

Point out the different dance styles as they are being executed by the dancers/actors.

Note the following aspects while viewing the dances in the video:

costumes and make-up used for the different dances;

different styles, forms and types of dancing seen in the video;

role of the male in the dances;

role of the female in the dances;

different music used for different styles and types of dances;

the use of the five basic body movements;

the use of space and floor patterning.

2. The Questionnaire

Complete the questionnaire:

Did you like the dancing in the video? Why? Why not?

Which dance style did you like least? Why?

Which movements do you remember best?

Would you like to learn and do the dance you liked best? Why? Why not?

What is the role of the male when dancing with a female? Which music used in the video did you like best?

What was Scott’s problem when dancing in competitions?

How did Scott’s dance style differ from Fran’s and her family’s dance style?

What do you think makes Scott and Fran good dancing partners?

3. Class Discussion

Describe and comment on the dance context of Strictly Ballroom:

actions

qualities

spatial and relationship aspects

form: motif, development, contrast, climax

logical sequencing

overall unity

use of music

costumes

Discuss the following:

the qualities in performance;

possible meanings in relation to the dances they have seen;

make links between:

idea

type of dance

content

form

style

music

production elements

historical/cultural contexts

Assessment

Table 1
Learning Outcome(LOs)
 
LU 2
REFLECTINGThe learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.
Assessment Standards(ASs)
 
We know this when the learner:
COMPOSITE
2.2 discusses how the Arts have contributed and can contribute towards social and cultural change (e.g. as a mirror, in documentaries, as suggestions, commentaries, predictions).
 
DANCE
2.4 discusses dances in own social, cultural and historical contexts, focusing on gender, disability and power;
 
DRAMA
2.5 researches human rights and environmental issues and interprets these in small group role-plays;
 
MUSIC
2.6 listens to and demonstrates how the use of polyphony in African music accords participants equitable space in the making of music;
VISUAL ARTS
2.7 identifies and explains how photography, filmmaking, sculpture and printmaking can document human rights abuses;2.8 comments on composition, style and subject matter in artworks (e.g. landscape, portraits, still-life, public art or resistance art) over time.

Memorandum

Activity 1

With this module you have to guide the learner to reflect on his/her experience of Activity 4.2 (Grade 8 Module 2: Dance).

The learners have to fill in the questionnaire provided in Activities for the Learner.

Before attempting this activity the educator must review the activity of the previous Module focussing on the following:

their feelings and emotions during the execution of the activity

the restrictions in applying the five basic body activities:

travel (moving from one place to another)

turn (to move around an axis)

elevation (to move to a higher level)

gesture (motion of the hands, head or body to express or emphasise an idea or emotion)

- weight transference (to change body weight from one point to another)

the use of music

creativity

use of repetition, contrast and highlights / climax in the dances created

abilities in creating overall form – sections, transitions and unity in creating the dances

refining and rehearsing of movements

negotiating, planning, selecting and composing the dances

use of structural aspects of the dance: rhythmic patterns and lines

combining separate qualities: strong and fast or gentle and slow

development of sensitivity to rhythm and rhythmic changes

clarity of shape, direction, level and size in performing different actions

exploration of new and different ways to answer the task

developing skills in researching / brainstorming ideas

developing awareness of coherence in relationship of style to the type of dance.

Activity 2

With this activity the learners must be guided to discuss the dances prominent in the video “Strictly Ballroom”. This movie, made by an Australian director, contains a variety of dance styles also prominent in South Africa.

Exercise 1: Identification

have the learners view the video.

point out the different dance styles as they are being executed by the dancers/actors.

Notes on “Strictly Ballroom”

Use these notes as a guide when showing the learners the video.

Opening scene: Ballroom Competition – The Waltz

the costumes and make-up

role of man and woman in ballroom-dancing

importance of trust when dancing with a partner

the music: Waltz – ¾ time

- take note of the 5 basic body movements and how the dancers use these movements when dancing

2nd dance in Ballroom competition – Samba

The Samba: a Latin-American dance

Costumes and make-up

Music: 4/4 time

Role of partners

Lifts, floor patterns, use of space

- “Scott’s” elevation

Dance class scene: Tango

Latin American

- Take note of the differences in the music and dance styles and compare them to the Waltz and Samba

“Scott’s” Modern dance

refer to five basic body movements

take note of his strength and fitness while executing his dance

- take note of his use of space and floor patterns

Scott and Fran’s duet

different style of dance Fran incorporates into the dance

- Spanish influences

Dance competition: Rumba

- the slower tempo in the Rumba

Fran’s house: Paso Double

Spanish dance

- Note the different approach, movements, style, tension and force of the movements

Content actions

Download module as:

PDF | EPUB (?)

What is an EPUB file?

EPUB is an electronic book format that can be read on a variety of mobile devices.

Downloading to a reading device

For detailed instructions on how to download this content's EPUB to your specific device, click the "(?)" link.

| More downloads ...

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks