“I like how aware of the
space around me I have become. I am much more aware of the stage
as well as the dancers around me because of this experience. I’ve
also learned how to better dance with others as a group as opposed
to dancing as an individual.” - Rachel Ryan, ASU
Brief Description of the Lesson:
Students continue their exploration in alternative spaces for dance.
In this lesson students create an outdoor site-specific work. The
class discusses Anna Halprin’s philosophies on nature and
dance and perform one of Anna Halprin’s Planet Dances. Then,
the students go outside and find an environment that inspires them
to create a dance based on the natural design, dimension, levels,
surface, texture, line, structure, and atmosphere of the location.
Learning Outcomes:
Upon the completion of the lesson, students will be able to:
- demonstrate their ability to perform a Planet Dance created
by Anna Halprin
- demonstrate an understanding of Anna Halprin’s philosophies
of the use of dance to heal the body and as a response to natures
beauty
- create a site specific that reflects the nature and physical
elements of the environment selected
The Lesson:
Introduction
a.) The instructor discusses Anna Halprin’s
philosophies, choreographic message, and impact on dance in the
1960’s and today (Reading #8).
Movement Exploration #1: Planet Dances
a.) The instructor guides the students through
one of Anna Halprin’s Planet Dances using the Planetary Score
handout (Appendix J). As the students perform the Planet Dance the
instructor reads a poem (Appendix K). Afterwards the students discuss
some of the emotions and feelings they experienced while performing
the dances and their thoughts on dance as a form of therapy.
Movement Exploration #2: Site Specific
a.) Environment Examination: The class is divided
into three groups. The groups then explore the campus and find a
site that inspires them to create a dance based on the environment’s
design, dimension, levels, surfaces, textures, structures, and atmosphere.
Students are encouraged to attend to the wind, sky, sun and trees
as they move in the environment.
b.) Creating a Site Specific Work: The students
have about twenty minutes to work.
c.) Showing: Then the class travels to each site
to watch everyone’s site-specific work. The students discuss
their experience and compare the various approaches to the same
assignment.
Closure/Reflection:
a.) Student Reflection #8: Students write a reflection
about this experience and answer the question, “How has this
investigation into alternative spaces, everyday movement, and props
changed your perception of dance?”
Assessment Strategies:
- After learning Anna Halprins’ Planet Dance, were students
able to discuss her philosophies on the relationship of dance,
therapy, and nature?
- Did students work collaboratively to create their own site-specific
work and did students make choreographic choices that reflected
the nature and the design of the environment?
- Did students’ homework assignment demonstrate their ability
to imagine using a new alternative space for dance?
Preparation for this Lesson:
- Reading Assignment #9: Students read Anna Halprin’s
Bio and philosophies.
- Students turn in Assignment #8.
Lesson Resources:
- Planet Dance Score, an Interactive Gateway handout
(Appendix J)
- Commitment a poem from the World Peace Society Website by Ariella
Shira (Appendix K)
References:
Halprin, Anna. Stinson, Allen. Circle the Earth Manual.
1987.
Shira, Ariella. Commitment. World Peace Soceity.
<http://www.worldpeace.org.au/poems.asp.>
Women Environmental Directory. Anna Halrpin.
<wead.dreamfish-creative.com>
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