Sound and LightLast changed: 07/29/2017 6:55pm
|1 , 2 , 4||Dance Music Phy. Education|
|Both Grade Level and Arts/PE Program||Alignment|
|In-School Short Term Residency||In-School Info-Performance (intended for the entire grade level to experience together).|
|yes||Phone , In-Person , Email|
|Lighting gels, gobos, video, music, musical instruments, lighting instruments, mirrors, flashlights|
|Space, white board, markers, paper/notebook and pencils for students to write down thoughts and observations.||Classroom space is useable if desks are pushed back and/or there is a larger space for students to move freely in. For the "performance" an auditorium or gymnasium space is best.|
- I can demonstrate how different materials make different sounds.
- I can make an object vibrate by using sound.
- I can make a shadow.
- I can demonstrate how objects of different materials can effect beams of light.
- I can communicate by making sounds with different objects.
- I can tell a story by using sound, light, and movement.
- I can move quickly, moderately, and slowly to a steady beat.
- I can create new movement by listening to the sounds and watching light around me.
Each class section of students will participate in four days of workshops and the fifth day the students will perform their work for the school community. Teachers are expected to participate in the movement exercises and re-direct students' attention as necessary. Each day will include an opening discussion, learning activity by watching and listening, learning activity by doing and reflective time.
Day 1: Sound
Listen to various sound tracks and musical scores from various genres, Discuss how they convey emotions, time and space. Activity: making sound, using instruments, voice, and body. Focus on vibrations and pitch.
Day 2: Light
Demonstrate shadows and light using lighting equipment. Activity: Create a time and place by using light and create different size shadows by moving the light source. Create different color shadows and light by placing different transparent colors and gobos in front of the light source. Use mirrors to redirect the pathway of a beam of light.
Day 3: Movement
Demonstrate and teach choreography and connect movement to emotions. Use locomotive and non-locomotive movements. Activity: Give each group a task to create a movement story.
Day 4: Tell a Story using Sound, Light and Movement
Review story class is reading. Discuss the setting, emotions and plot. Bring the story to life.
Day 5: Performance Day
Each group will have 20 minutes to review their work. The students will present their work. A Question and Answer session will be held after. The final performance is an essential part of the curriculum by providing students with an opportunity to share their collective discoveries and o demonstrate their ability to communicate using sound, light, and movement. The performance by SPDC provides students with an opportunity to see where further discoveries can lead them and for them to experience professional level performance. "The Moon", based on a story by the Brothers Grimm, uses shadows, shadow puppets, movement and sound to tell the story of the creation of the moon and is lively and fun. "Too Close to the Sun" is loosely based on the myth of Icarus, again using sound, light, and movement to tell the story.
|This workshop focuses more on the movement aspect of the residency. We will focus on sound and light vocabulary/facts while moving. The first day will focus on sound waves and the second on light waves. For example, instead of teaching students to use objects to create vibrations and different sounds, they will listen and then identify the pitches and tones from recordings as the move. They will create sound with their voices and bodies and match their movement to that. Instead of bringing in large equipment to demonstrate light and shadow, we will use flashlights and look at the shadows in their surroundings. We will look at what is provided, either by natural light or man-made. Each class will be broken up into three to four groups to create a short dance using sound and light vocabulary instead of working from story. The dances will be presented for each other and their teacher.|
|Grade 1: Waves: Light & Sound: 1-PS-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. DCI: Sound can make matter vibrate, and vibrating matter can make sound.|
|Grade 1: Writing Standards: Text Types and Purposes: 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.|
|Grade 1: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.|
|Grade 1: Dance: Performing: Anchor Standard 1: Select, analyze, and interpret artistic work for presentation. B. Relate quick, moderate, and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.|
|Grade 2. Reading Standards for Literature. 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message,lesson, or moral.|
|Grade 2. Reading Standard for literature. 3. Describe how characters in a story respond to major events and challenges.|
|Grade 2. Dance: Responding: Anchor Standard: Perceive and analyze artistic work. a. Find movements in a dance that develope pattern.|
|Grade 2: Interpret: Interpret intent and meaning in artistic work. a. Use context cues from movement to identify meaning and intent in a dance using simple dance terminology.|
|Grade 4: Writing Standards: Text Types and Purposes: 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.|
|Grade 4: Energy: 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. DCI: Energy can be moved from place to place by moving objects or through sound, light, or electric currents.|
|Grade 4: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. A. Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences).|
|Grade 4: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. B. Accompany other dancers using a variety of percussive instruments and sounds. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.|