interdisciplinary perspectives examples

8/12/2019 Interdisciplinary Perspectives Examples

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Leaving ertificate Applied Dance

Contemporary Dance – An Interdisciplinary Approach

Visual Art and Dance

Artefacts, paintings, architecture, drawings, photographs are all potential dance stimuli.Teachers might like to consider the following suggestions:

Artefacts!

The movement patterns of working tools knitting needles, !utter churns, hammers" can !eanalysed and used as stimuli for dance pieces.

Drawings, Paintings and Photographs!

Drawings, paintings and photographs can suggest a mood or a narrative story or historicalevent". They will always imply a particular social period. #$amples may include:

• Allowing students to choose a picture and to interpret it in terms of movement % line,

dynamics, space and relationships

• &sing dance maps, which have linear, 'ig'ag and curved pathways, printed on them. The

students can e$plore different floor patterns !y travelling along the same pathways. (hileappreciating different dance forms) *olk ,+allroom etc they can print the pathways thesedance forms use

• etting students print pathways when they appreciate different dance forms) +allroom,

-odern etc

Architecture!

#$amples may include:

• Allowing the architectural design of different locations to influence material: a stairway,

stage, crossroads, park

• -oving in e$pansive spacese.g. field" and constrained spacese.g. stage" and noting the

relationship !etween space and dynamics• etting the function of particular locations stimulate movement ideas: a church,

supermarket, town park, oo

"e#t!

/tudents can use myths, legends, poetry lyrics, newspaper articles etc to stimulate a dancepiece.

• The dance can follow the form of the narrativedance0drama" and tell the story

/haron 1helan



Sounds!

/ounds can !e vocal%singing, shouting, humming.

• et the students use sound effects e.g. waves and wind" as stimuli for dance.

• /tudents can appreciate the role played !y sound effects in contemporary dance

performances%integral or complimentary

• Allow the students to work in partners45ne student, A", moves freely. The other, +"

charts the rhythm as h0she listens to the !eat. Then, the pair devises a se6uence to fit thatparticular rhythm. In this case, movement has dictated the rhythm



/haron 1helan

Irish Dance – An Interdisciplinary Approach

/timuli for Irish Dance can !e drawn from 7isual, Aural and 7er!al sources4

&isual Stimuli

Artefacts!

The movement patterns of traditional working tools knitting needles, !utter churns, milk!uckets" can !e analysed and used as stimuli for new Irish Dance pieces

Drawings, Paintings and Photographs!

Drawings, paintings and photographs can suggest a mood or a narrative story or historicalevent". They always imply a particular social period. #$amples may include:

• 1ictures of folk dancers inspiring an interest in different cultures and !eing interpreted in

terms of movement% line, dynamics, space and relationships

• #$ploring floor patterns !y travelling along the pathways in /et 0 8roup Dance maps

• (hile appreciating different set 0 group dances students can print their movement

pathways• Comparing and contrasting Irish Dances in the students9 locality with Irish Dance pieces

from other areas

Settings!

#$amples may include:

• 1lacing Irish Dance in different environments– a thatched cottage, stage, ceili, crossroads

• Allowing the function of architectural settings to promote movement ideas: a church, town

park, farms

"e#t!

/tudents can use traditional Irish myths, legends, poetry lyrics, etc to stimulate an original IrishDance piece.

• The dance can follow the form of the narrative dance0drama" and tell the story.

• Certain movements are suggested !y some te$ts. *or e$ample, a traditional talee.g.

Diarmuid agus 8rainne" might suggest the dynamics, space and actions familiar withtraditional Irish Dance, whereas a more modern story, e.g. Circle of *riends", might

suggest the dynamics, space and actions familiar with Contemporary Irish Dance



/haron 1helan

Aural Stimuli

$usic!

• -usic can reflect, dictate and provide the bac%ground to Irish Dance ' culturally, artistically, and socially. Traditional musicians in the school or a talented mem!er of staff,parent or student can !e used

• /tudents can use !odhrans, drums, !ones and spoons to provide a !ackground, dictate or

to reflect a particular dance type hornpipes, reels, and igs". +ody rhythms are added,

when rhythms are familiar to everyone

Verbal Stimuli

Sounds!

/ounds can !e vocal % singing, shouting, and humming. /tudents can also use sound effects,e.g. waves and wind", as stimuli for original Irish Dance pieces and they can appreciate therole played !y sound effects in a dance performance%integral or complementary



/haron 1helan

interdisciplinary perspectives examples

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