My idea for the multimedia project is a sample of what one of my students would create. Each would be given a choreographer who was influential in early period of modern dance. The student would research their modern dance pioneer and then create a movie showing different movement sequences specific to that choreographer. They would point out the elements that made their movement unique from other styles of modern dance. Then they would create their own original sequence based upon what they had learned.
Monday, March 29, 2010
Wednesday, March 17, 2010
Garage Band Personal Technology Project
https://sites.google.com/site/danceclasssite/home/music-file/Melissa%27sSong.mp3?attredirects=0&d=1
Link to song!
Link to song!
Monday, March 15, 2010
Storyboard
Here is the link to my story board in google docs.
https://docs.google.com/Doc?docid=0AWBulE1ZqTBDZGZ3OTZ0empfMTN6eHBtZG5mYw&hl=en
https://docs.google.com/Doc?docid=0AWBulE1ZqTBDZGZ3OTZ0empfMTN6eHBtZG5mYw&hl=en
Friday, March 5, 2010
This first rap song math video is great however, I'm not sure whether or not the song in the background is something that the teacher created on something like garage band but if it's not she is definitely breaking copyright because she does not site the song at all. If she created it herself then there is nothing stopping her from posting this on the internet!!!
The second movie the "Do You Know Movie" uses a song in the background that it never sites and it uses at least six minutes of it. I can imagine that that in probably more that 10% of the song or else the song would have to be over an hour long. Second it never sites where it received the information it was putting forth.
The second movie the "Do You Know Movie" uses a song in the background that it never sites and it uses at least six minutes of it. I can imagine that that in probably more that 10% of the song or else the song would have to be over an hour long. Second it never sites where it received the information it was putting forth.
Copyright
I enjoyed learning about Copyright this week. I have never really understood the limitations of it and the instructional videos were very clear and helpful. After watching them the thing that i found most interesting was something that Sandra Day O'Connor said as a Supreme Court Justice I don't remember the exact way she said it but she explained that the purpose of copyright law isn't to protect the artist as much as it is to promote the use of others works to benefit the greater good of society and promote education! I love that we live in a country that values education!
Monday, March 1, 2010
Garage Band Song (artifact)
Garage Band song: I emailed my song to Daniel, had trouble putting it on my blog and want to meet with him.
Lesson Plan for Personal Technology Project
Lesson Plan:
"Teaching Rhythm, Tempo, and Dynamic Qualities of Music"
Terms:
TEMPO: Relative rapidity or rate of movement.
RHYTHM: The pattern of regular or irregular pulses.
DYNAMICS: Variation and gradation in the volume of musical sound.
ADAGIO: In a leisurely manner; slowly. (Remember to remind students that there is an "adagio" term in music that is different from the "adagio" term in dance. Explain the differences and similarities)
ALLEGRO: Brisk or rapid in tempo.
STACCATO: Fast, choppy, accented.
Warm Up:
8 counts for each:
Walking
Jogging
Running
Full Body Movement
Working through feet and Ankles
Working through upper extremities
Repeat the sequence twice. The second time 4 counts for each and then the third time 2 counts for each. Explain to students tempo never changed just the movement. (Can also do this same warm up a different time changing the movement qualities each time. Ex: fast running followed by slow walking)
First Activity:
Divide class into three groups give each group a different rhythm to clap as a group. Have each group try them separately and each group try them together. Ask them the things that they noticed about blending different rhythms and what kind of movement would go well with each pattern. Ex: slow movement, lyrical movement, staccato movement.
Across the floor activity:
Shifting accents:
Beat out on a dance drum a rhythm with a shifting tempo
Example beats on 1 and 5 then 2 and 6 then 3 and 7 then 4 and 8 then repeated.
Ask students why it would be important to have shifting accents in movement.
(It adds to the dynamic qualities of movement. Makes your dance more interesting. Shows that the choreographer has musical capabilities.)
Center floor activity:
Teach students 32 counts of movement
4 students up at a time while every one watches. Give each group of students and different song with different tempos and dynamic qualities. Ask students to adjust movement to fit the qualities of the different music they dance to. Ask students which ones they prefer, what they noticed about different groups, and what made the dances more interesting in choreography and emotion that came from each group.
Garage Band project: (group project 5 students to each group)
Requirements:
Song must be at least 90 seconds long
Must record a sound that has a constant rhythm (at one point in song doesn't have to be through the whole thing) that is created by you ex: clapping, snapping, tapping on a table or book.
Must use at least 2 sounds from the computer on the garage band application. (there are a lot to choose from)
Song must have at least three different feelings to it: Remember that different sounds and rhythms will create different feelings and emotions from an audience.
GOOD LUCK!! work well with your group!
The last part of my lesson plan (done on a different day) would be for students to choreograph movement to the song they created and share with the rest of the class.
Also have them write a response on: How movement and music work together. What qualities of music and movement work well together?
"Teaching Rhythm, Tempo, and Dynamic Qualities of Music"
Terms:
TEMPO: Relative rapidity or rate of movement.
RHYTHM: The pattern of regular or irregular pulses.
DYNAMICS: Variation and gradation in the volume of musical sound.
ADAGIO: In a leisurely manner; slowly. (Remember to remind students that there is an "adagio" term in music that is different from the "adagio" term in dance. Explain the differences and similarities)
ALLEGRO: Brisk or rapid in tempo.
STACCATO: Fast, choppy, accented.
Warm Up:
8 counts for each:
Walking
Jogging
Running
Full Body Movement
Working through feet and Ankles
Working through upper extremities
Repeat the sequence twice. The second time 4 counts for each and then the third time 2 counts for each. Explain to students tempo never changed just the movement. (Can also do this same warm up a different time changing the movement qualities each time. Ex: fast running followed by slow walking)
First Activity:
Divide class into three groups give each group a different rhythm to clap as a group. Have each group try them separately and each group try them together. Ask them the things that they noticed about blending different rhythms and what kind of movement would go well with each pattern. Ex: slow movement, lyrical movement, staccato movement.
Across the floor activity:
Shifting accents:
Beat out on a dance drum a rhythm with a shifting tempo
Example beats on 1 and 5 then 2 and 6 then 3 and 7 then 4 and 8 then repeated.
Ask students why it would be important to have shifting accents in movement.
(It adds to the dynamic qualities of movement. Makes your dance more interesting. Shows that the choreographer has musical capabilities.)
Center floor activity:
Teach students 32 counts of movement
4 students up at a time while every one watches. Give each group of students and different song with different tempos and dynamic qualities. Ask students to adjust movement to fit the qualities of the different music they dance to. Ask students which ones they prefer, what they noticed about different groups, and what made the dances more interesting in choreography and emotion that came from each group.
Garage Band project: (group project 5 students to each group)
Requirements:
Song must be at least 90 seconds long
Must record a sound that has a constant rhythm (at one point in song doesn't have to be through the whole thing) that is created by you ex: clapping, snapping, tapping on a table or book.
Must use at least 2 sounds from the computer on the garage band application. (there are a lot to choose from)
Song must have at least three different feelings to it: Remember that different sounds and rhythms will create different feelings and emotions from an audience.
GOOD LUCK!! work well with your group!
The last part of my lesson plan (done on a different day) would be for students to choreograph movement to the song they created and share with the rest of the class.
Also have them write a response on: How movement and music work together. What qualities of music and movement work well together?
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