Fatima Moreno Gonzalez
Educational-artistic proposal based on the methodology of Educational /
Creative Dance, with a slight inspiration in the practice of “The 5
Rhythms” by Gabrielle Roth.
Educational Dance is a double concept that combines dance as an
educational element (in the intervention of educational, emotional, social,
cultural, community, health processes, etc.) and dance as a generating element of creative processes.
The proposal for intervention is promoted taking into account the five vital
phases: “birth”, “childhood”, “youth”, “maturity” and “end” or “closure”
including in it, the conclusion of the cycle of life. In the proposed work, these
five phases are associated with a characteristic musical quality (inspired
by the 5 Rhythms): fluid, staccato, chaos, lyrical and immobile. Musical proposals were created for the project itself by the composer José Torres Vicente.
Educational / Creative Dance presents a multitude of application
contexts due to the versatility and adaptability of the work methodology itself,
even if we find at European and national level interventions in institutions of
different kinds, centres for people with diversity, attention to children of any
age and social characteristic, nursing homes, schools, official schools of art education, associations, etc., including this methodology of work in the Penitentiary Psychiatric Hospital of Seville, is a bet and a challenge, but above all
it is an innovation project that launches a new way of emotional-affective
education, but also educational, cultural and playful through the only “tool”
of expression and communication of the human being: THE BODY.
Analyze, work and interpret on a bodily and emotional level the five vital phases
with different musical rhythms, taking care of the musical cadence through the
methodology of Educational / Creative Dance (Creative process of dance in
its three phases: exploration, improvisation and choreographic composition).
Session 1 – “The awakening of movement”
From birth to childhood (the fluidity of the body).
- The session will be based on the development of seven
short body awareness activities to introduce the work
of fluidity of movement in relation to birth, and then
get to the “restless” (detached) part of childhood.
- Presentation “I draw my letter”. Positioned in a circle, we draw the first letter of our name with the chosen part of our body and then pronounce the name
- Presentation of the work “The cycle of life in motion” (brainstorming). As they sit down, we encourage
them to point to the words they think for each stage of
life and write them down on the board.
- Warm-up “We activate the body”
Positioned in a circle, joint warm up following the
model of the teacher to the rhythm of the music.
- Form the brush “Birth-awakening”. Distribute a
brush to each of the participants, in different colours, without shape. We invite everyone to make a
form that evokes the moment of birth, of creation.
Later, we create a museum of the shapes created with the
brushes, putting them in a circle on a white sheet. Everyone observes the shapes of his classmates.
- We give movement to the created form “We are born”.
Everyone takes his “creation” and tries to give it a movement. Then they show it to their classmates who observe
and imitate. After this activity there will be a group reflection on the different forms created and the difference
in movements. Finally, this form will be represented in
motion (on the spot) with the music created for birth
- “Curved/Straight” displacements.
We present materials with a curved shape and others
with a straight shape, which will then be traced back to
the various types of movement. Each student will represent the curved and/or upright movement at will and
freely in space, with different musical accompaniments.
This action will be followed by a group reflection on the
words listed at the beginning of the children’s session.
Finally, they will be asked to represent childhood with
their moving bodies, paying attention to curved and rectilinear movements and musical cadence.
- Conclusion. “From birth to childhood”. Each student
will represent their own movement without displacement created by birth and will connect it with the
movements created for childhood with displacement
in the form of “choreographic composition”, concatenating the movements with the two musical pieces created for these phases. Finally, the session will close with
a final reflection on everything that has been worked
on in the session and on the emotions aroused.
Music, slate, pipe cleaner, curved and straight material
Session 2 – “From youth to the maturity of the movement”
From chaos to calm.
|The session will be based on the development of 6 activities
concerning the composition of qualities starting from the
fluid and discontinuous movement of childhood to the
chaos and tranquility of the stages of adolescence and adulthood. Through free movement patterns and guided movement patterns, with elements such as painting and boards as
an impulse for the development of creative movement.|
- Presentation with body percussion “Circle of
Presentation activity through body percussion, having to
pronounce one’s name after a common rhythmic motif.
- Presentation of the work “Let’s go back to the
blackboard”. Analysis of what was elaborated in the
previous session and presentation of the work of the second session. Reflection on the terms described for each
phase of the first “brainstorming”.
- Body warming “We awaken the body in motion”
Guided joint warming up with spatial movement.
- Youth=Chaos “Do we paint?”
In this activity you will reflect on the fears and chaos
of the youth phase, as well as on the importance of belonging to the group. Put them in pairs and everyone
must make “a fixed photo” that represents adolescence
and subsequently be imitated by the partner, and vice
versa. Subsequently, colours and sheets are distributed,
in the same pairs each partner must draw (a quick and
schematic drawing) the position of his partner. All
drawings will be displayed so that the rest of the group
contemplates the drawing and location. Finally, there
will be a group reflection on what has been elaborated:
the importance of the group of equals in adolescence,
- Youth=Chaos “Let’s dance?”
Everyone, free in space, taking as a starting point the position chosen in the previous activity to represent adolescence through gesture and body, will have to move in
space representing the stage of adolescence. Next, we
will reflect on what emotions the activity aroused.
- Maturity=Lyric “After the chaos, the calm...” In
this activity we reflected on the calm of maturity, responsibility, as well as on the knowledge that accompanies this phase in contrast to the chaos of the previous
phase. Plastic sheets have been distributed, to make the
freedom of movement dynamic with an element, for
the work of balance and tranquillity that this requires.
Modification of the fixing of the plate with different
supports (5, 4, 3, 2 and 1 finger). Finally, a journey was
made, accompanied by the music created for the workshop, from birth to youth, allowing that after that
chaos, everyone collects his dish and interprets maturity
in relation to balance. Concluding the session with a final
group reflection of everything that worked.
Music, slate, colours, sheets and plastic plates
Session 3 – “The closing of the cycle”
The healing of immobility.
The session will be based on the development of nine
physical-bodily activities and others related to everything that has been worked on in previous sessions, such
as closure through the plastic arts (puzzles).
- Presentation “Wheel of names”
Placed in a circle, everyone will make a movement and
then “shout” his name, the others will observe and imitate.
- Presentation-Reflection “What’s next?
In this activity they will be seated and there will be a reflection on what they have elaborated in the previous
sessions, the work to be developed in this third session
and the importance of the organization to achieve the
final result/ goal: the creation of a choreography with
the life cycle.
- Warming up the body “We awaken the body in motion”
Guided joint warm-up with spatial movement.
- “Everything fits: the puzzle”
In this activity there will be a parallel between the final
stage of life and a puzzle, where each piece must finally adapt to say goodbye calmly. Each student will
be given a piece of the puzzle that must be decorated
to their liking with pencils, markers and/or coloured
crayons. Afterwards they will be presented as an exhibition so that everyone else can observe it. Finally, everyone will be asked to keep their piece in their pocket.
- Body representation “Let’s dance the quiet” Students are invited to represent with their body the harmony of farewell, the arrival to calm and quiet, free
from space to return to the same place where they began
to “dance” birth.
- Review of all the stages “Cycle of life without movement”
here will be a “mental review” of all the phases elaborated from the first session, with the simple guidelines
that have been given progressively, to make a journey
with the musical accompaniment created for the workshop without movement.
- Free representation “Cycle of life in motion”
A review will be done through the movement of all the
elaborated phases, with simple guidelines and musical
accompaniment, guided at all times by the voice of the
- The life cycle “Choreographic Guidelines”
A series of choreographic guidelines will be presented to
guide on an artistic level all the work freely created
by the vital, personal and artistic experiences elaborated in the seminar.
Goodbye. The work will close with a final reflection of
everything that has been elaborated, the delivery of gifts
related to the workshop and a brief feedback of everything that has been experienced.
- Spatial positioning for the beginning and end of
- Birth, movement will be pleasant, fluid and on the
- Childhood, the movement will have displacements
and will be fresh and joyful.
- Young, you will start with the position created, later
representing the chaos on the spot, to finally do
it with the moves.
- Maturity, everyone will pick up his plate that will
be placed around the space, limiting the scene, they
will dance freely and subsequently join the companions who have plates of the same colour, finally releasing it on the floor.
- Finally, everyone will gradually return to the place
of the beginning and reach the quiet. After these
guidelines, the complete choreography will be repeated several times as a rehearsal, to finally represent it.
|Blackboard, colours, sheets, plastic plates and puzzles.|