For week 2, we learned about Gardner's Multiple Intelligence Theory. We demonstrated this theory through our weather dances (see Forms of Dance tab), as well as our warm-up activity. For our warm-up, we did a movement exploration activity. According to Melissa's Week 2 Dance Outline, this activity involved, "Music plays and students explore locomotor movements to music in random fashion. When the music stops, students choose body shape to freeze. After individual body shape, students choose a partner once the music stops to create a partner body shape. Next have 2 join 2 for a group shape. Explain that this is a good way to create groupings in class."
This warm up activity allowed students to get comfortable with the music, by feeling the music out by themselves. Then, students are expected to work with another student, prior to creating a small group of 4 students. Students have to use their music intelligence and bodily-kinesthetic intelligences for this particular warm-up.
In addition, students use the same intelligences listed above (musical and bodily-kinesthetic), as well as naturalistic, when creating a weather dance. Students should have an understanding of the movement of weather, such as what rain might look like, what thunder might look like, lightning, etc. Students use their body to create quiet and loud movements, to demonstrate the different stages of a thunderstorm.
Sajaganesandip. (November 1, 2015). Multiple Intelligence Theory. Retrieved from: https://commons.wikimedia.org/wiki/File:Multiple-intelligence.jpg
Reflection:
What I like about Gardner's Multiple Intelligence Theory is that you can use this across the curriculum. This theory makes it much easier to incorporate other curriculum subjects into dance. For instance, you can incorporate physical education, science, and you can incorporate math by adding counts and establishing patterns in the dance. You could even use dance as a minds-on activity to warm-up and introduce your lesson in those subject areas.
Root-Bernstein's Theory of Creativity:
Bob and Michelle Root-Bernstein (1999), in their book, Sparks of Genius, recognize the 13 most important thinking tools that have been recognized as evidence of creative thought. The following are specific tools that relate to the lesson on Zumba that myself, Matt, Annessa and Alex taught during week 3 of our course. It relates in the following manner:
- Observing;
- Recognizing Patterns;
- Forming Patterns;
- Body Thinking (thinking that occurs while moving muscles);
- Dimensional Thinking (the ability to take a thing mentally from a 2-d plane to a 3d or more);
- Modeling (making small sketches to create a larger piece of art, creating etudes to create a choreography, etc.);
- Playing (challenging limitations, childlike joy, irreverence for conventional procedure).
Reflection:
I really like Root-Bernstein's Theory of Creativity. I like this theory because it mentions the idea of creating and recognizing patterns. To me, once you find a pattern, it is much easier to pick up and continue, whether it is dance, or math for instance. I also like the idea of observing before performing, and also allowing play, where students can challenge their limitations and experience childlike joy. I think that Zumba covers this very well. Everyone in the class had the opportunity to observe, prior to testing it out themselves. I also noticed that my fellow teacher candidates were having fun (like the childlike joy). It seemed they really liked piecing the dance together, as well as incorporating the move that their group created.
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