Things you can do with the cards:
use them as material to treat subject matter from the curriculum for various school subjects and approach them through dance.
On the backs of the cards, you’ll find potential overlaps with movement approaches, for example:
language – German – history – dance an elevenie poem
“Choose an unusual jumping-off point and experiment with the narrative structure of an elevenie poem. Translate an elevenie of your choosing, like a story about yourself, into movements.”
STEM – mathematics – shapes
“What parts of our body make a perfect circle? What possibilities does our body possess, including individual body parts as well, to form circles?”
You can find ideas for developing assignments here.
The focus area “Dance and School Curriculum” treats the question of how subject matter from the school curriculum – drawn from ALL SCHOOL SUBJECTS – can be approached through dance. Artisitic methods inspire students to take subject matter initially absorbed through the intellect and personal experience and create with them in a fresh way, with a playful, exploratory attitude.
This physical approach to classroom material provides you with a new way to deal with educational subjects. At the same time, specific subject matter drawn for instance from the STEM subjects, SOCIAL STUDIES, THE ARTS or LANGUAGE TEACHING can all become sources of inspiration for dance.
In this way, material from the curriculum is introduced, conveyed or expanded using dance-specific methods. This teaching and learning approach focussing on motor skills and the senses lends itself to adaptation for various learning styles beyond the purely cognitive, and addresses movement-oriented students as well as those who favour auditory, visual and communicative learning styles.
In this regard, in addition to helping to make school subject matter tangible for students through a dancing perspective, the focus area “Dance and Scholl Curriculum” also gives them access to creative, experimental methods that may also have an influence on the design of school lessons. This approach to the world through aesthetics and dance enables students to express themselves in a school setting beyond the limits of right or wrong, while physically experiencing the significance of community. This focus area is suitable for all age groups.
Motif and development
Take a look at geometric forms from the world of mathematics. Which ones are symmetrical and which ones are not?
Transfer these principles to your own body: paying attention to the two halves of your body and following your partner’s commands, adopt a symmetrical or asymmetrical pose.
individually, in pairs
Collect movement verbs from English (for example: run, fall, push, lean) and create a dance duet using these movements.
Of course, this exercise can also be applied to other languages.
Show facets of your personality or particular personal preferences by speaking exclusively with your body. Choose appropriate music that you would like to move to and connect the following elements into a sequence using flowing transitions:
What do you associate with New York, or Paris, or London? Think of particular attractions or sights in capital cities and make up little dance games for them. An example: the guards at Buckingham Palace aren’t allowed to talk, or smile, or make a sound. What would happen if one of them suddenly moved? Pair up and slip into two different roles together: one of you is a palace guard doing their duty and the other tries to make them laugh through miming, gesturing or any sort of surprising action. The game should play out without any touching. You can dance a lot of situations potentially inspired by associations with capital cities in a similar way.
individually, in pairs, group
Transfer weather phenomena as well as our reactions to them into movements – gather a whole collection of movements by coming up with repeatable sequences and poses for: