The Arts

Theory of Laban's Movement Analysis: A way the body is connected to giving and receiving messages We use this analysis to : -Observe -Describe -Notate/describe

Teaching the Arts uses a lot of emotion and connection to peers in the classroom community. The Snowball Toss strategy can be used in a class for a variety of things: Classroom checkin ( how do you feel today?) General class learning assessments ( do you understand or what are you confused about) Strategies in the learning environment ( makes the lists for move like you are, mirroring, flocking etc) This video below is an example of a snowball toss in a classroom:

How do you feel today?  Using this illustration I would spark student thinking about their emotions. For visual arts: I would have student create their own emoji on how they are feeling today. They can use their own paper or a stencil provided by the teacher. ( see below) For Dance : I use the strategy " move like you are" to have students move around the class using a variety of dance elements ( Body, Energy, Relationship, space, and time). Example: Move like you are sad... Move like you are happy... Move like you are an excited bunny!  For Drama: I would have a rolling theatre where students would be in groups and have to make a tableaux of a specific emotion throughout the illustration. To consolidate the lesson and have some fun I would have student participate in the go noodle Mood walk: https://family.gonoodle.com/activities/mood-walk

Maslow's Hierarchy of Needs  https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760

The Critical Analysis Process The critical analysis process is a major aspect of the Art Curriculum, it is a guiding factor in development of lessons and students are to work through this process.  Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 26

Gardners Theory Of Multiple Intelligences  “The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. “   -Institute for Learning Amy Speirs, Week 2, Slide 7

Elements of Dance Body: Is the Instrument of Dance, Body is used int terms of body position or shape and  how the body moves. Energy: The force that the body moves. Relationship: Way that two or more things are connected or associated with one another Space: Physical area in which the body moves and the area surrounding the body. Time: An element of dance using rhythm, tempo, accent, and duration. Time can be based on measured beats, rhythms, breaths and emotions. The Ontario Curriculum, The Arts, 2009, p. 161

Dance Conventions/ Strategies/ Forms that can be used in Dance By: Amy Spiers, Dance Week 1- 8P48, Slide 7