4T is in Drama for their last rotation. Our unit is on dance. The Central Idea: We can create movement to ideas, rhythm and music. We are so fortunate to have a dancer among us. Charlie shared his wonderful talent with us in class.
Wow! We are so lucky to have such talent at our school. Watch this tap dance performed by Charlie.
We got a chance to try a few moves.
We were so fortunate to have Charlie share his tap dance with us. He also showed us a few steps.
Next, we took some time to develop our rhythm dances.
4T finished their second rotation in Drama. This unit in Drama used the same Central Idea and Lines of Inquiry the students will be studying in their classroom.
The Media has the power to influence thinking and behaviour.
Key Concepts: perspective, responsibility
Related Concepts: subjectivity, opinion, initiative, media literacy, critical literacy, communication
Lines of Inquiry:
The intention or purpose of the message
Different interpretations of the message
How to influence audiences
Personal responses to the media
For the first part of the unit in Drama, 4T students posed an argument about using computers. A video was made for students to work with to create persuasive messages. For the second part of the unit, 4T students chose a cause or idea they felt strongly about. They created a short presentation for video intended to influence audiences in their cause. Please view the videos below.
4T and 4C finished their first 6 week rotation in Drama with Mrs. Erickson in the Black Box. Grade 4 students experience 3 rotations in Drama during the school year and 3 rotations of Art with Mr. Mural. Grade 4 students have 3 Drama units of study.
• When experiencing arts, we make connections between different cultures, places and times.
• The Media has the power to influence thinking and behaviour.
• We can create movement with word, rhythm and music.
The first unit of study focused on Japanese traditional cultural expression. When experiencing arts, we make connections between different cultures, places and times.
• Drama from different cultures and places
• Drama over time
• Connections in drama in culture, time and place
Indian classical dance was studied to contrast Japanese theater. Videos of Noh, Kyogen, Kabuki and Bunraku were viewed. Guest performer, Namita Devadas, visited the class to demonstrate Indian classical dance. Guest performer, Zhoushu Ziporyn, demonstrated Kyogen performance and had students try the movement. Students wrote about the similarities and differences of these two performances and created a timeline of theater.
To finish the unit, students created their own mie Kabuki pose. This was photographed and the students used oil pastels to colour a ‘kabuki mask`. Please watch the Voicethread of the students talking about their poses here.
The students read from the ending of a translated Noh play. Please view the Vimeo video of their reading here.