Students will be able to explore spatial relationship, topography and Laman’s 3 movements by moving on a grid and creating topographical tableaus.<\/p>\n
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#2 Interpretation, #3 Application, #4 Perspective<\/p>\n
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Movement and energy create more interesting characters.<\/p>\n
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How does movement and energy affect character work?<\/p>\n
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What differentiates gesture from topography. And how does all of this affect spatial relationship?<\/p>\n
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Giant paper, markers, masking tape for grid, board marker<\/p>\n
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Grid movement game. Create a giant grid on the floor with masking tape. Have students find a square on the grid to start. Let them face whatever way they choose. Call 2 steps forward, 1 step back, etc. Have students notice how they move around each other.
V1. If they go off grid they’re out. Have a winner
V2. Land on same square out they\u2019re out.
V3. If they cross each other at same moment both are out.<\/p>\n
Step 1 – Instruct students to become aware of people moving around them as they complete the grid movement game.
Step 2- Tableau work with spatial relationship. Give them a word and have them create a frozen picture with bodies.
Step 3- Introduce topography: \u201cThe landscape, floor pattern, the design we create in movement through space.\u201d (The Viewpoints Book, Bogart and Landau. 11)
Step 4- As a class, create a topographical tableau with a movement pattern. Give them a word like circles or triangles.
Step 5 – Introduce Laman’s 3 movement energies: Buoyancy, Radiancy, Potency.
Step 6 – Have students find a square and create their own individual topography illustrating one of those 3 movement strategies.
Step 7 – Call each category and have students who chose that category perform their topography simultaneously.<\/p>\n
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Informal assessment as students work in class.
Have students record the pattern of their footsteps on their own giant paper with some symbol to designate which energy they were portraying.<\/p>\n
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Bring a piece of music that portrays one of the 3 energies and create a topography\/movement sequence to it. 30 seconds minimum.<\/p>\n","protected":false},"excerpt":{"rendered":"
Educational Objective: Students will be able to explore spatial relationship, topography and Laman’s 3 movements by moving on a grid and creating topographical tableaus. Facet of Understanding #2 Interpretation, #3 Application, #4 Perspective Enduring Understanding 1: Movement and energy create more interesting characters. Essential Question 1: How does movement and energy affect …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/695"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=695"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/695\/revisions"}],"predecessor-version":[{"id":3909,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/695\/revisions\/3909"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=695"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=695"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}