Dance ED

What an opportunity! Our grades 1 - 8 were able to experience a week-long creation and performance opportunity under the leadership of two very talented instructors, Andrea Gregorio and Krista Deady (http://www.danced-mp.com). Each class covered a different genre. My class did a piece based on traditional West African music, performed to the music of Michael Jackson’s “Wanna Be Startin’ Something”. Every day, Monday to Thursday, each class was provided with a 40 minute lesson/rehearsal. Those 4 x 40 minute lessons for each of our 7 classes culminated into a fantastic 30 minute show (complete with an audience of parents) that demonstrated the students’ skills as dancers. Our own dance project was extended into learning about Nigeria, a West African country I had travelled to. There was exploration of food, which turned into a big connection: My students whose background was South American recognized the African staple of cassava as a food they regularly eat in their own home. They drew pictures of people in traditional costume (and said, “Cool!”, when they saw me where my own dress), danced to traditional West African music, and recognized that Africa is not ONE place, but a continent consisting of many countries with similar and/or very different languages and cultures. One of my students, born in Egypt, and her classmates, saw that she was very different from some of the West African people we saw in my pictures, and on found videos. They were able to recognize not to judge by appearance, but by learning about their whole being.

AFRO-CARIBBEAN DANCE

Afro-Caribbean dancer Kevin Ormsby let a week long workshop for three intermediate classes.  The students learned some basics of dance and a sequence of dance movements.  In smaller groups the students used the elements of dance to modify the sequence and create their own version of the dance.  At the end of the week, the groups of students put their dances together and performed for members of the school community.  All the students (even the most hesitant at the beginning of the week) learned a great deal, increased their confidence in dance and participated in the final performance.  

BALLET CREOLE

On April 18, Ballet Creole performed at the school to the accompaniment of two drummers.  This exciting celebration of Carnival showcased dances from Afro-Caribbean traditions. At the end of the performance students and teachers were taught a dance sequence. To the delight of the school assembly the teachers performed this dance for them.

Sacred Spirit Dancers

On March 30, the Sacred Spirit Dancers performed at the school.  Four Traditional Dancers (Hoop, Men's Traditional, Jingle and Shaw) performed to the music of Four Drummers on Grandfather Drum.

An Elder introduced the performers and shared  information about First Nation's traditions and cultures.

"Waltzing Matilda"

The students at St. Nicholas School have been familiarizing themselves with Australia through learning the song, “Waltzing Matilda.”  While practicing the song with the glockenspiels and toned handbells, one of the students has learned how to pluck the song out on the guitar.

Khac Chi Bamboo Music

Khac Chi Bamboo Music

Our exploration of Asian cultures lead us to explore Vietnam. What a great introduction: Our whole school was invited to experience a performance by Khac Chi Bamboo Music.

These international performers were in our region for one week only, and were booked through Prologue to the Performing Arts (www.prologue.org).

Not only did they demonstrate a variety of instruments new and unfamiliar to most of us, they also allowed our students a chance to participate in performances using the percussion pieces.

We followed up with activities in my classroom, including geography lessons, drawing cartoon blocks which explained different things about Vietnam, and our favourite thing, doing projects about animals unique to Vietnam. Did you know there’s an actual unicorn species living in Vietnam? (The saola.) Using techniques that we refined in our Chinese drama experience (addressing your audience, voice, proper stance) they did wonderful presentations on 20 animals I had never before heard of! This was a perfect example of using art to inspire curiosity, and then other learning.

DANCING REFUGEE'S STORIES

The Grade 6 class participated in a variety of drama activities as a kickoff to their Social Studies unit on Refugees (Canada’s Trading Partners).  They then created a dance to show the story of refugees from Vietnam (1970’s), Germany (WWII), Iraq (2000’s).  

"RHYTHMS OF THE DAY"

“Rhythm is the soul of life.  The whole universe revolves in rhythm.  Everything and every human actions revolves in rhythm.” Baba Olatunji

“Rhythms of the Day” is a showcase that celebrates the investigations of the students into the music and dance of a variety of cultures throughout the world as well as some important musical artists in our Western culture. The Acts take you through the major events that occur in our everyday lives.  The songs and dances are meant to represent these events.

http://www.bradfordtimes.ca/2016/05/26/rhythms-of-the-day

Multicultural Fairs

There were a few items pertaining to our project that I missed adding.  Whenever my students prepare for a Multicultural Fairs, I always prep them with two videos, PEOPLE and If the World Were a Village.  It peaks their interest in learning about other cultures.  The students also enjoy trying to say, “Hello” in another language because I have put up a set of cards that show different countries’ version of, Hello.  They practice this while waiting in line or when doing independent group work.

Mardi Gras

Mardi Gras / Carnival (Tuesday, February 9, 2016, Fat Tuesday, the day before Lent began).

We spoke about Mardi Gras, how those words were French and translated to “Tuesday Fat”, and how you will find this festival in many Christian-based communities around the world (including Germany, where our O Tannenbaum song had come from). Our focus was Trinidad/Tobago - Caribbean, and New Orleans, Louisiana, USA. We listened to music from both areas, the Steel Pan sounds of Trinidad and Tobago, and the Jazz/Blues of New Orleans. We compared the parades, and the costumes, of these communities (looking also at costumes from sub-parades in less prosperous communities, and homemade costumes). We talked about why food was such a significant component of the festivities (based on the need to use up all cooking fats before the fasting of Lent began). We created masks similar to those we had explored, and ended our day dancing to a combination of Jazz and Steel Pan music.

"O Tannenbaum"

“O Tannenbaum”, Christmas song with German lyrics, sung at our Christmas Concert Dec./2016

https://www.youtube.com/watch?v=lS4wTuvR7Ik

Students learned about the significance of the Christmas Tree to Germans. We spoke about how this tradition started in 16th century Germany, and how it burst into popularity after the English Queen Victoria, and her German Prince Albert, were sketched with their family standing around a tree. We learned common pronunciations of letter groups, (example, ie makes a long-e sound, whereas ei makes a long-i sound), and then looked to see if any of the words looked similar to English words, French words, or words spoken in their home. We talked about how language evolves, and how some words in different languages are all rooted in one word from previous language, and we journaled about this. This was to help emphasize that our roots are all very similar, if not the same. Much practice listening, and then singing, turned quiet uncertainty into loud, joyful sound. The final performances on stage were very successful, and it gave the students more confidence to try out new words and sounds in French class as well!

Dance Around the World

Students in grade 4 and 5 researched dances from around the world on http://fitforafeast.com/dance_cultural.htm

They then worked with a small group to learn how to do a dance and performed it

for their class.  Dances performed included Japanese Geisha, Bavarian Slap,

Cuban Salsa, Hawaiian Hula and Lilo as well as folk dances from Portugal, Italy and

Jamaica.

Chinese Water Dragons

Chinese Water Dragons (November 13-24, 2015, 4 half days) with Diana Tso, Performing Artist.

Diana took my Grade 2 students through a series of activities related to a Chinese folk tale about a kind, young woman who made lace, and a greedy emperor who tried to empower himself through her talent. The half-day (mornings) would begin with physical and vocal warm-ups, discussions about the tale and about good performing practices, rehearsals, and the creation of water dragons (from recycled fabrics and materials) to be used as props in our final performance. The dragon creation followed a step-by-step process, but was open-ended in that they chose the colours, fabrics, and features of the dragons. The performance was not based on a script, although an outline was created as the scenes were put together, and this outline was provided to the narrator. A lot of practice, and a few warnings about “over-the-top” performing, and how it negatively affects a performance, and we had a spectacular play that told the tale of the Lacemaker, and how the water dragon came to her rescue.

Uniquely Canadian perspective: First Nation and the Arts

Throughout the year at St. Nicholas School, students in the intermediate grades have been exploring the elements of music and researching a topic that is of a uniquely Canadian cultural perspective in order to create lyrics and develop a melody using GarageBand or choose an instrumental piece to which they can add their lyrics.  

The primary/junior grades have been focusing on First Nation music, drama and dance as well as music and dance from a variety of countries.  All examination and learning of the specific performing arts within a particular country’s culture are researched by the students so they develop a better understanding of and appreciations for the diversity of arts in Canada and around the world.

The following image is taken from An Aboriginal Carol, seen on https://youtu.be/J_XTwr7qnl0.

Drumming Ubuntu

Authentic Cultural Experiences Through Arts and Technology

Build students’ understanding and appreciation of various cultures through real-life experiences with, and inquiry into, music dance and drama.  Use iPads to explore, document and share student learning.

November 2015   Babarinde (drumsetal) kicked off our year of looking at various cultures with an enthusiastic day of drumming at Mother Teresa Catholic School.  Students and teachers enjoyed drumming on djembes and singing African songs as they learned about Ubuntu (we are who we are because of people).