POST 170: THEMES

When asked to plan and deliver a lesson, I find it initially helpful to identify a theme:

Some themes I am considering for the lesson I have to prepare for Sunday as listed:
The Seasons
Taking masks and music as our stimuli, we look at the daily and yearly cycles that shape our world, translating these into circle-based movement.

Plants and Growing
What qualities do growing plants have? Pupils combine with one another to reflect and explore their ideas, then take turns to choreograph small ‘farming’ groups.
Ourselves
What can our bodies do? How do our physical movements reflect our mood? Together, explore these themes; creating and learning a ‘Happiness’ dance.

Space

What do we know about space? If we created a planet, what would it be like? How do aliens move?

Electricity

From magnetism to lightening strikes, coils to circuits, pupils explore movement ideas generated by this fascinating and compelling force.

Building
When we think of ‘building’, do we mean a physical edifice or the act of creating a structure – or both? 
Machines
A truly dynamic dance exploration incorporating solo, duet and

Science & Nature

Ice & Fire
Solo sparks evolve into flames, then duette with other flames, building into a group fire, contrasting with the fluidity of water and rigid, angular qualities of ice.

 

Animals of Africa
Which animals live in African? How do they move? Looking at hippos, snakes, lions and monkeys, children improvise, work with partners and build a group dance.

The Jungle

This amazing natural habitat is home to a vast range of wildlife, full of colour and movement.

Under The Sea

Shapes and colours abound under the ocean surface; creatures move in different ways, as does the sea itself. Explore these elements to build your own sea dance.

Rocks & Soil

Derive ideas from science using text, images and poetry as stimuli. Children personify the characteristics of rocks and soil, then explode in a volcanic eruption!

The Rainforest

Experience the world of the tropical rainforest, working in pairs, groups & as a whole class. But why are the trees being felled and why do we need them

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