PE_Guidelines_english0

More documents

Recommendations

Info

Section 5 Approaches and methodologies Creative dance When planning the structure of a creative dance lesson or series of lessons it is useful to consider the principles of movement. The principles of movement which are required by children to dance can be grouped under the following headings: • what the body can do (body action) • how the body moves (dynamics) • where the body moves (space) • with whom or with what the movement is taking place (relationships). The principles are outlined and expanded in Fig. 3, opposite. By helping children to understand and use these principles, the teacher will enable them to develop a vocabulary of movement which they can then call upon when creating, performing and appreciating dance. Initial lessons may focus on developing an understanding of these principles by using one or two of them as the stimulus for the lesson. – A lesson on body awareness may involve exploration of the different body actions – travel, turn, jump, elevate, gesture, stillness – and through this children create a short dance linking two or three of these actions together. – A lesson on space may involve an exploration of pathways, which leads to the creation of a dance based on contrasting pathways in space. In such lessons the stimulus for the dance is movement itself. Art work may be used as a stimulus for dance 66
Fig. 3 The principles of movement WHAT? WHERE? Body awareness actions travel, turn, jump, weight transference, gesture, stillness body parts head, shoulders and other mobile parts shapes regular (symmetric), irregular (asymmetric) WHO? Principles of movement Spatial awareness personal and general space space surrounding and beyond us levels high, medium, low directions up, down, forward, sideways pathways linear, curved HOW? Approaches to dance Relationships with different parts of the body with others – partners, groups with objects – use of props Exemplar 9 is an example of an initial lesson for infants, focusing on body awareness and spatial awareness. Exemplar 10 is an initial lesson for fifth and sixth classes, focusing on body awareness and relationships. Dynamic awareness weight strong/light (with/without tension) time sudden (quick burst) sustained (leisurely, smooth) space qualitative (direct, indirect) flow controlled/free-flow movement When children become familiar with the principles they can then apply them when exploring a wide range of themes or ideas, for instance: • Animals – shapes, levels, actions • Traffic – pathways, directions • Snow – dynamics of tension in a freeze and letting go of tension in melting • Friendship – relating to another dancer, showing movements of unison and conflict. Exemplar 11 is an example of a unit of work based on the theme of outer space, applying a number of the principles of movement. Children engaged in a creative dance lesson, forming a ‘rocket’ (see Exemplar 11, p. 72) Physical Education Teacher <strong>Guidelines</strong> 67
Page 1 and 2:
Primary School Curriculum Physical
Page 3 and 4:
Physical Education Teacher Guidelin
Page 5:
Section 5 Approaches and methodolog
Page 8 and 9:
Physical education in the primary c
Page 11 and 12:
Section 2 The content of the physic
Page 13 and 14:
Dance Folk dance Folk dancing can b
Page 15 and 16:
Strand units of the gymnastics curr
Page 17 and 18:
Strand units of the outdoor and adv
Page 19 and 20:
Strand units of the aquatics curric
Page 21 and 22: Section 3 School planning for physi
Page 23 and 24: Timetabling should allow for maximu
Page 25 and 26: The suitability and modification of
Page 27 and 28: Assessment in the curriculum Purpos
Page 29 and 30: assessment occurs as teachers share
Page 31 and 32: ‘… a teacher does not need to b
Page 33 and 34: Organising and managing support for
Page 35 and 36: Outdoor and adventure activities ca
Page 37: Establishing links with local sport
Page 40 and 41: Classroom planning for physical edu
Page 42 and 43: Section 4 Classroom planning for ph
Page 44 and 45: Section 4 Classroom planning for ph
Page 46 and 47: Mini-games providing for differing
Page 48 and 49: Approaches and methodologies Sectio
Page 50 and 51: Exemplar 1 A guided-discovery appro
Page 52 and 53: Section 5 Approaches and methodolog
Page 54 and 55: Exemplar 2 An integrated approach a
Page 57 and 58: Organising the physical education l
Page 59 and 60: Using play areas divided into grids
Page 62: Approaches to athletics Section 5 A
Page 65: Lesson 4 Lesson 5 Lesson 6 Developm
Page 68 and 69: Exemplar 6 A folk dance: ‘Come to
Page 70 and 71: Exemplar 8 An Irish dance: Haymaker
Page 74 and 75: Exemplar 9 A creative dance lesson
Page 78 and 79: Exemplar 11 A unit of work in creat
Page 80 and 81: Approaches to gymnastics Section 5
Page 84 and 85: Exemplar 12 A unit of work in gymna
Page 90 and 91: Approaches to games Section 5 Appro
Page 92 and 93: Exemplar 15 A unit of work in games
Page 94 and 95: Exemplar 16 A unit of work in games
Page 97 and 98: Approaches to outdoor and adventure
Page 99 and 100: Lesson 4 Development of lesson Orie
Page 101 and 102: - a fifth and sixth-class programme
Page 103 and 104: Development of the lesson Group 1:
Page 105 and 106: While teachers generally observe wi
Page 107: Information and communication techn
Page 110 and 111: Suggested list of equipment for phy
Page 112 and 113: A. Playground/indoor games Section
Page 114 and 115: Tunnel ball Groups of six to eight
Page 116 and 117: Source references for the curriculu
Page 118 and 119: Glossary The definitions below are
Page 120 and 121: Section 6 Appendix shuttle relay sl
Page 122 and 123:
Membership of the Primary Co-ordina
Page 124:
ISBN 0-7076-6341-5 9 780707 66341 8
show all

PE_Guidelines_english0

Create successful ePaper yourself

Delete template?

Save as template?