Table of Contents List of Music Games
This process is at its heart quite simple, yet it can be used to build connection, intimacy and understanding. [about prejudice and responding to prejudice]
In many cultures, people's dances are about what they do, and how to honor, celebrate and perhaps to make sacred.
I have seen native american dances about hunting, african dances about harvesting. Belly dance was originally about child birth.
The celebration dance allow members to use their movement to connect with and share what they care about. Others learn that movement and connect with and honor that persons life. Other group members play music to accompany and support this dance.
Group members need to be able to hold a beat that is stable enough to move to.
Group members need to able to do shadowing or call and echo well enough.
This lesson can start with some explaination that in many indigenous cultures people used dance to celebrate the activities of their daily lives.
Level 1 - Making One Movement
Leader models a movement. "I like to play the cello. When i do, I move like this." He/she models a movement that is simple clear and repetative.
"When we make our celebration dance when can 'stylize' these movements." "This is what actually playing the cello looks like". Model these movements.
"This is what stylizing them looks like". Enhance the movement so it is a bit bigger and more expressive.
"I'd like you all to try this movement with me".
Count off, do the movement.
Four repetitions usually works well.
Ask assistant,"What do like to do? Can you should us a movement of that".
Assistant shows the movement.
The group joins in.
Depending on the age and maturity and formation of the group, you can have each person do their movement.
or
You can go right to splitting the group in half. One have does the movement, and the other have does the music.
Some students may need more help in defining their movement. Take what they give and help them form it.
For the music, 'boom chick' or "walk the big dog" or "Respect Rhythm" can work well.
Alternate groups so one side moves, the other drums.
Switch sides with a new movement leader.
Level 2 - Putting Movements Together
Depending on the age and maturity and formation of the group,
you might move to this step.
Once students are able to come up with a movement and form it, have them get with a partner.
"Learn you partners movement"
"Teach your partner your movement"
"Do A's movement together, then do B's movement together."
Once partners can do the two movments, have them get with another duo, learn their movements, teach them yours so that all four students can do all four movements in sequence.
You can show them how they might do a beginning, and an ending.
"We have a culture that can be very competative. We are working to be supportive to each person and the particular gift that they bring."
[study about babies who move with a stranger]
This could be used in a performance. It is important to hold to the spirit of sharing what matters and not be about 'putting on a show'.