reflection about folk dance

26
Dec

Geographical location 2. -“repeat after me, my turn” Many folk dances predate the existence of the nations as their lines are drawn today. I made sure to follow clear 8 beat phrases and I thought the expression I used in the movements throughout the lesson were appropriate. I liked how I sequenced my lesson, it just really made me think about what other options I could have pursued and other approaches I could have taken to the lesson. kick-in-kick-in-kick-in-kick-in, *Third Section: Date: 9-8-15. I stopped to explain this to my student and that helped their problem. What did you do to respond or adjust to the learners, if anything? Folk dance, generally, a type of dance that is a vernacular, usually recreational, expression of a past or present culture. -“I am going to do the whole thing while saying it and you say it with me, but wait to do the moves” such as wading. How are they doing? My Response: The class seemed to respond quite well. It was with the weight change before starting the “step together” section of the dance. Students will perform two different dances. Dance Class Reflection Over the course of the semester, I have learned about different types of dances including hip hop, dance hall, and contemporary, Bhangra, street jazz, Latin, zumba and more. –do them and say them: back-2-3-touch-forward-2-3-touch Change ), You are commenting using your Google account. However, toward the end of the activity after learning each motion and putting them together with the music, I paused to talk to the students and we got off the appropriate phrasing in the music. I fed off of the calm, sleepy, Thursday morning energy level of my group instead of demonstrating the excitement and intensity that would bring the group up. I was a bit surprised at that several times throughout the lesson the class had trouble with the words that went along with the motions. Come and dance to some of the best bands and callers the Country at this series of folk dances. -Knowledge of plan I had intended to do more specific closure at the end of the lesson, but I accidentally forgot to do that this time. I had a written plan, but I am happy to say that I was so comfortable with it that I actually did not need to look at it at all throughout the lesson. There was one area where I noticed my students struggling. -Intensity (energy) Through a presentation, students will gain knowledge of the historical and cultural significance of each of the three Philippine folk dances. Change ), You are commenting using your Twitter account. 5. Required fields are marked *. I saw other approaches that were vastly different from mine, and I just wasn’t sure if mine was the most effective. Both Kathak and Tap have intense rhythmic improvisation. -have students stand in circle I do think that the spin in the dance may have thrown them off a little at first, but everyone seemed to catch on to it pretty well after a few times. back-2-3-touch-forward-2-3-touch Philippine folk dances incorporate influences from immigrants and conquerors and at the same time maintaining distincly Filipino roots. There is no exact date as to when dancing became part of our lives in the Philippines. Over all this was a great learning experience. These dances are to be folk dances from two different cultures. This ties into my secondary goal of using language that is friendly to children and paying attention to their needs to learn to song. -have them repeat it (do his a couple times) For my primary goal I would like to possibly add in more creative and exciting motions but keep the learning of these motions just as natural. First, the piece is incredibly heartening. The man no longer thrust forward to embrace the woman or lifted her vigorously into the air, but simply knelt and took her hand. -have them repeat it (do his a couple times) In the east, the Chinese have their symbolic Dragon Dance, the Japanese have the ancestral dance Bon Odori. -“now my turn to say the moves and do them, say them with me, but wait to do them and watch as I do them” I had the undivided attention of my students and did a good job demonstrating the whole and then breaking it into parts. Cultures can stay in touch with their origins through music and dance by the stories they can tell. Preparation: 5 points: I felt completely prepared to lead this activity. In the west the Americans have their Square Dance. 64 count 2 wall Choreographed By: Alison Johnstone (Nuline Dance) (AU) Music: Da Roots (ITG or Folk Mix) By Mind Reflection. -Eye Contact Concept: Folk music has regular phrases and a strong and steady beat. Musicianship: 4 Points. -“now all together, doing and saying them” -Closure Dance Class Reflection Over the course of the semester, I have learned about different types of dances including hip hop, dance hall, and contemporary, Bhangra, street jazz, Latin, zumba and more. -Appropriate tempo Most of the existing Philippine folk Philippine folk dancing is a true reflection of daily life in the past centuries while enchanting modern audiences at the same time. Folk song mirrors the cultural traditions and history of peoples. Dances of Luzon * Dance: Idaw This dance sometimes has many names and different versions. – do them and say them: right-touch-right-touch-right-touch-right-touch –just say it: back-2-3-touch-forward-2-3-touch What didn’t work as well as you expected? Then think about your own words and actions. Folk Dance Teaching Reflection. What worked? -turn on music and start tapping beat on your shoulders Create a free website or blog at WordPress.com. This was ok with college students, but to make this activity fun for children I need to focus on being far more energetic. Do’s in Folk Dancing 1. That being said, some characteristics are so unique that analysts can identify the source of a dance even if they've never seen it before. -Listening to music and finding its beat –do and say them with everyone: back-2-3-touch-forward-2-3-touch, *Fourth Section: -Facial expression Thus, the serious study of folk song as part of regional literature is greatly encouraged, more so because the retrieval and study of Philippine folk songs are very sparse. I would have adapted me steps for scaffolding the material because my students did not need it, but I wanted to practice facilitating as I would in a classroom with children who might need all the steps. -Verbal instructions I think that I sequenced the lesson well, and I knew that we were on a time limit, so I made sure to adapt some elements of my lesson plan in order to get us moving along faster. Comments: I think that this went very well. -Pace of lesson, flow, transitions -“repeat after me, my turn” I stayed on beat the entire time. Edward has always been interested in folklore and the Irish past (its music, dance and literature). In the recording it sounds like I am fairly quite because it is hard to hear me, but I think that was because of the placement of where the music was and where I was relative to the camera. -“now all together, doing and saying them” With younger children who do not know these directions yet this could be more confusing than helpful. 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Keeping that tradition alive a detailed approach to teaching this lesson language that is friendly to and!

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