Dance Workshops
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ScribdTranslationssemester plan - dance
E. E. FRANKLIN CASSIANO
SEMESTER PLANNING
DO
MORE EDUCATION - 2014
MACROFIELD (CULTURE AND ARTS)
DANCE ACTIVITY
BRUNA NAIARA RIBEIRO
JARUDORE-POXORÉU-MT
GENERAL OBJECTIVE:
Guarantee comprehensive education for adolescents and youth from 6th to 9th grade
offering educational social activities in the afternoon shift
developed according to the proposal of integral education the expansion
of school day and curriculum organization
Raise the learning index
Reduce the rate of violence in schools
Remove students in vulnerable situations providing better
exchange, between clientele providing them with opportunities, expanding times and
educational and cultural spaces, bringing the school closer to its community.
Create a favorable educational atmosphere where the whole school gets involved in
process through the political pedagogical project
SPECIFIC OBJECTIVE:
Increase the IDEB of FRANKLIN CASSIANO SCHOOL
Reduce indiscipline
Promote the team spirit among the MAIS EDUCAÇÃO program and the
community
Enchant the student by helping them expand their awareness of being human.
as an active individual in the group
Awakening, through dance, what is best within beings
humans
Enable an expansion of movement repertoire through dance.
of each participant
Show the possibilities of working dance with other disciplines of
natural and frequent formation
Broaden the repertoire
To know, experience, and explore elements of dance
Expand possibilities for interaction with others and with the world
Work on the theory and practice proposed for dance education that
we integrate the artistic making, appreciation, and contextualization;
To work on the theory and practice of educational proposals that relate to the
dance to the other subjects of the curriculum.
CONTENT:
Stretching
Heating
June festival dance group
Transformations of dance throughout history
Expressiveness of dance
Popular dances
Typical dances of some countries that participated in the cup
Elements of dance language: articulations, levels (high, medium, low)
and spatial tensions (empty spaces between parts of the body and objects) and
form (composition of the body while dancing
Principles of movement (breathing, balance, supports, dynamics)
postural.
Elements of movement (what, how, where, and with what we move);
Dance processes (improvisation, choreographic composition, repertoires);
Socio-historical-cultural dimensions of dance and aesthetic aspects
(history, ethnic studies, music, criticism and aesthetics)
METHODOLOGY:
Organize a free area to dance
Stretch the upper and lower limbs
The dance will be worked on in each class with a complete body range,
what leads students to execute the steps easily noticing the
benefits that dance can provide you
The dance is being developed with harmony and elegance, strengthening the
self-confidence of those who practice
We will present rhythms, working on the articulations and the integration of
group with the same purpose, to be happy and realize that it is never too late,
where dialogue and respect cannot be lacking
Games for motor coordination and balance separation of limbs
self-esteem
RESOURCES:
music CDs
Camera
DVD
Camcorder
Microphone
Television
Internet
Videos of regional dances
EVALUATION:
Interest
Participation
Order
Discipline
Team spirit
Organization
THE BODY IN MOVEMENT IN A DANCE WORKSHOP
NATAL - RN EDUCATIONAL CHILDREN'S CENTER - NEI
Co-author(s):
Maria de Fátima Araújo
Curriculum Structure
Modality / Level of Education Curricular Component Theme
Early Childhood Education Movement Expressiveness
Early Childhood Education Oral and written language Speak and listen
Early Childhood Education Movement Coordination
Class Data
What the student will be able to learn from this lesson
Enhance and broaden the aesthetic possibilities of movement;
to realize that the movement is created by each one of us and that we can always give it
our mark on the movement we make;
experiencing a dance workshop with a variety of rhythms, allowing the body
can create various possibilities of movement
Duration of activities
The activity will be divided into different moments lasting 10 to 15 minutes each.
Prior knowledge worked on by the teacher with the student
For this lesson, the children must be very motivated to explore the
possibilities of body movements.
Strategies and resources of the class
1st Moment: Talking about dance
The teacher should begin this lesson with an assessment of the initial knowledge of the
children about the possibilities of body movement, as well as talking
about what possibilities will be experienced from the dance workshop.
At this moment, the teacher will also ask some questions such as:
What types of dance do you know?
How do you recognize dances, as different or similar types?
It is important for the teacher to make it clear to the children that in each dance there is a
set of movements that characterize them, highlighting a rhythm, a culture of
movement and a musicality that is its own.
2nd Moment: Appreciating different musical rhythms
The teacher should watch different videos with the children in which they can be
different rhythms have been observed in different cultures (see supplementary resources).
At this moment, you can also ask about what the children observe as
clothes, steps, spatial organization etc.
It is also important for children to have the opportunity to experience these
rhythms freely.
3rd Moment: Experiencing dance styles
Instrumental music: Stretching music to recognize the possibilities and
limits of your body from the movement expressed in dance.
The teacher will distribute a balloon for each child to inflate, and as the children
the balloons can also be worked with the concepts of inspiration and
expiration. When the balloons are already full, the teacher will ask the children
move the balloon through the body parts designated by it, to the rhythm of the music.
Working in pairs with songs that require more movement
The teacher will then play a song through which the children have the
possibility of creating movements. In a circle, each child will create a movement that
will be repeated by the other colleagues. After this collective experience, the children will engage in
organize into pairs to work with the mirror game; following the rhythm
from the music, one of the children creates a movement that will be reproduced in the mirror
(colleague), then they switch roles.
Moving through space
The teacher may distribute ribbons or rolls of crepe paper to each child and
put on a song with a slower rhythm. They will then spin them along your
body moving through space freely.
4th Moment: Activity Registration
Each child will choose one of the moments experienced and record it through
drawing and writing. After the individual written record, the children sit in a circle and
at this moment each one presents to the group what they recorded, as well as
comment on the sensations in each rhythm explored.
Supplementary Resources
Forró video:
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Maypole dance:
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Carimbó dance.
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Samba:
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Evaluation
Evaluate if the children:
Participated in the experience;
they created movements consistent with those proposed by the teacher
they explored all the possibilities of movements allowed by the material used
they represented the experience through drawing and writing.
DANCE IN SCHOOL: DANCE AS A WAY TO DISCOVER THE BODY
Cecília Meireles Municipal School
Address of the Institution: B5 Street Neighborhood: Guarujá Expansão Água Boa- MT
Kaline Biasibetti Battisti
[email protected]
Phone: (66) 9216-1672
2-Justification:
Dance is the art that uses the body in motion as a means of expression.
creation and communication. It is capable of releasing feelings and emotions and, above all,
reflect cultural manifestations, transforming into social language.
Dance provides human beings with the development of language and the
knowledge of one's own body. The body is a vehicle of maximum expression that
can be awakened through dance from childhood, provoking stimulations in
various aspects: physical, mental, sensory, and emotional.
Dance allows students to develop sensitivity, body awareness, and encourages
creativity and improves self-esteem. In this context, this story comes to make the school
in a pleasant, attractive, and well-being environment, where students can discover and
to understand that dance is an instrument that greatly contributes to development
psychomotor, personal and social.
The ability to express oneself through the body is intrinsic to being human. It is
a characteristic that continuously improves, since the oldest civilizations.
In this measure, the movement constitutes one of the main means of
interaction between
the man and the world around him, from the simplest actions to the set of actions
symbolic and complex that make up the art of dance.
When entering school, the child already brings with them a broad knowledge
respect for your body, but often it was not awakened. It will be up to the teacher
make use of this knowledge and from it, promote new knowledge.
complex.
The child needs the opportunity to demonstrate their potential.
creative and representative, with that the activities directed at them must favor
the feeling of joy. And this will only happen through the freedom of movement, free
expression and development of other dimensions.
Dance, just like recreational activities, can reflect the various
cultural aspects and can be approached in numerous ways, one of which is
great importance is the expressive manifestation of the body, always considering the point
from a cultural perspective, the contribution to health and social manifestation.
With the project, I will offer myself for various activities, prioritizing the
experience in a free and spontaneous manner.
In order to turn my project into an educational factor, I must-
worry about ethical formation, social adaptation, work organization,
the psychomotor development of the individual, socialization, and integration among others
factors.
The practice of dance would be a way to recover and enhance perception of
people, with the expansion of body awareness, seeking to promote integration
of the body, mind, and emotions through contact with this artistic manifestation. By
this, the fundamental importance of dance education actually taking place in schools
public. What seems to me the best alternative to democratize this language so
elitized within the Brazilian socioeconomic reality.
3- General Objective:
Facilitate the creative process, the autonomy and freedom of the individual,
allowing the student to articulate a closer relationship between man and nature,
through observation, awareness, and experiences that establish an intimate
relationship between them.
4–Specific objective:
Provide means that lead the student to develop their capabilities
corporal and cultural, thus facilitating teaching-learning;
To reinterpret the world focused on the social and historical reality that students
are inserted so that the work is carried out efficiently;
Promote activities that generate action and understanding;
Encourage stimulation for action and decision in their unfolding, and also
reflection on the results of your actions, in order to modify them in the face of some
difficulties that may arise, and through these same activities, reinforce self-
self-esteem, self-image and self-confidence.
Provide dance experiences that articulate personal and collective creation of
movements, the appreciation and knowledge of dance in order to integrate reason and the
sensitive, the individual and the collective, art and education.
5–Methodology:
Theoretical exploration on the chosen topic;
Presentation of texts, photographs, films, song lyrics...
Experimentation with basic movements, feeling and understanding the main ones
Characteristics of the chosen dance. Marking the most important times and spaces;
Join the learned movements, accompanied by the sound of the rhythms.
created and invented other differentiated movements and formations;
Assessment of the extent of assimilation of information and new findings, as well as
the positive and negative influences triggered.
6- Material resources:
Speaker;
Physical space (sports court);
7- Human resources:
Teacher
8- References
FERREIRA, V. School Dance: A new rhythm for Physical Education. Rio de Janeiro:
Sprint, 2005.
Dancing we learn
December 1, 2011
Author and Co-Author(s)
Author:RUTH REGINA MELO DE LIMA
NATAL - RN EDUCATIONAL CHILDREN'S NUCLEUS - NEI
Co-author(s):
NAYDE SOLANGE GARCIA FONSECA
Curricular Structure
Modality / Level Component
Theme
of Education Curricular
Elementary Education Dance: Historical-social and cultural dimensions of
Arts
Initial dance and its aesthetic aspects
Elementary Education
Arts Dance: Appreciate and dance
Initial
Elementary Education
Arts Dance: To dance
Initial
Class Data
What the student will be able to learn from this class
To learn about some dances from our culture and others;
Value and learn to express oneself through this language;
Interpret a dance: find ways to dance;
Improvise: experiment with the possibilities of creating movements;
Compose a dance: choose the movements and organize them into sequences.
Duration of activities
4 classes with a duration of 50 minutes each
Previous knowledge worked on by the teacher with the student
This class does not require prior knowledge.
Strategies and resources of the lesson
1st MOMENT – Survey of students' knowledge.
What is dance?
Who likes to dance?
What dances do you know?
Who has danced at school? What dance was it? Why?
Who knows a dance from another place? Which one?
Why do people dance?
Where the dance happens (space)?
What is needed to dance?
How do you learn to dance?
Let the children talk about what they know, ask them to show some steps.
Request photos of these dances to create a mural.
2nd MOMENT – Appreciation of Brazilian dances and other cultures.
Present some videos of dances performed in Brazil and other countries.
contextualizing them (names and origins).
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Frevo is a Brazilian dance and musical genre that originated in the state of Pernambuco. It's characterized by its fast tempo and vibrant rhythm, often associated with the Carnival of Recife and Olinda. The name 'Frevo' comes from the Portuguese word 'frevar,' which means to 'to boil' or 'to be lively.' Frevo music typically features brass instruments, such as trumpets and trombones, accompanied by percussion. This cultural expression is recognized for its unique choreography, with dancers performing lively and acrobatic movements while often wielding an umbrella or a cape.
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Note: It is necessary for the teacher to watch the videos before showing them to the students.
as well as to inform oneself about the origins of the dances.
To appreciate the dances, guide the students by saying: Pay attention to who they are.
the people who dance, where they dance and how they dance.
At the end of the videos, ask them to share their observations, impressions,
feelings, memories, and values.
Next, request the recording (drawing and writing) of the dances.
Then, arrange them in a large circle and ask them to show some of the
movements performed by the dancers in the dance video: ballet or others.
3rd MOMENT - Building movements to dance.
Suggest to the students that they try dancing to the sound of some songs using
some elements like:
Ball- Distribute balloons to the students, asking them to inflate them and insert them in the.
dance. Play a slow song.
Give some commands like:
Each student must be responsible for their ball;
Throw it up;
3. Keep the ball in the air, without letting it fall to the ground;
4. Now, everyone is responsible for all the balls, with none of the balls allowed to fall.
on the floor;
5. Remembering that it is a dance and that the student must move their body to the rhythm of the
music.
6. Now, in pairs, the students should have only one ball, holding it between them.
bodies: heads, shoulders, bellies, backs, and buttocks.
Crepe paper strips - Cut crepe paper strips and ask the children
build a (barangandã). Cut a strip of newspaper or sulfite paper and
Tape one end of the crepe paper with duct tape, then fold it.
newspaper or paper protecting this tip of the crepe. Hold on to this support to give
ribbon movement. During the dance, the teacher should give some commands:
1. Explore all the space with the tape;
2. Make circular movements (high level, medium level, low level);
3. Make little snakes on the floor;
Dance to the rhythm of the music.
Elastic - The teacher should provide about 10 meters of elastic and tie it.
the ends. Then, you should suggest that the children dance using the elastic,
given that everyone must stay connected to him. During the dance, the teacher
will be able to command:
Dance with the elastic at high level (up), medium level, low level
(crouched);
2. Hold the elastic with your arms, legs, feet, heads.
3. Sheet. -The teacher should provide a sheet or a towel and propose that
the children dance using the cloth. Everyone must stay under the sheet;
Hold on to the ends, Only a few enter under the cloth; Don't lose the
contact with the cloth; They did not lose the rhythm of the music.
During these moments, ask the children to dance exploring the whole space of the room.
attempting to the rhythm of the music and performing alternating movements of arms, legs,
head, shoulder and hip individually, in pairs or trios.
4th MOMENT – Composition of a dance.
Talk to the students about which movements they enjoyed doing while
they were dancing.
Organize them into pairs and ask them to create and show to their classmates a
movement that can be used to dance.
After everyone has completed this activity, choose some movements to
to compose a dance.
Ask them to perform these movements in a sequence and then do the
records of the same through drawings.
They rehearse the choreography for a few days.
We combine the setting, the costumes, and the day of the presentation.
Ask the students to create an invitation for the school students to attend the
show. Guide the production of it:
What are they going to present?
2. Who will present?
3. Local;
4. Data;
5. Schedule.
5th MOMENT - Presentation of the show.
At the end of the presentation, evaluate with the students. If possible, film it.
show and watch with them. This way, they will be able to see each other and comment on the
respect for the dance they built.
Complementary Resources
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Chinese dance
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Lion Dance
Evaluation
They got to know some dances from our culture and others;
