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Grades JK-1Studio Workshop Activity Winter 2013Performance Art

September 13, 2013 – January 5, 2014

Exhibitions:

A Story of Canadian ArtCurated by Christine Boyanoski, organized by the Justina M. Barnicke Gallery, Hart House, University of Toronto

Value Art | Art ValueSelections from the permanent collection, curated by Logan Walsh and David Smith

The Same ProblemBenny Nemerofsky Ramsay and Aleesa Cohene, curated by Crystal Mowry

Charles Comfort, Young Canadian

Project Description: Performance ArtIn response to one of the artworks viewed in the exhibition tour the students, as a class, will create their own story using the elements of performance art.

Materials:- Pencils- Clipboards- Half sheet of computer paper- 5 laminated images

Set Up Instructions:- Chairs are arranged in a large open circle facing the brick wall- The prop bin is set-up against the brick wall with the clipboards on top- An easel with the white board is set up along the brick wall

Procedures: Curriculum Connections:Get students’ reactions to the exhibitions…

- What were their favourite pieces from the show? Visual ArtsKindergarten: V1.1Grade 1: D2.1

Introduce the project… 5 mins - Show one of the laminated artworks and explain that we will be using our bodies to create an

artwork that tells the story of this painting.- Ask if this were a movie on pause, what would have already happened in the story and what

will come next? Write down the story on the board.

Kindergarten: V4.1

Develop the performance… 30 mins- Start walking in a circle and ask students to walk as though they were sad/excited (or an

emotion/activity that was discussed in the narrative). Go through the parts of the story and prompt them to walk in different ways that represent the first part of the story. Remind them that they can create lines with their arms to help express the emotion/activity (Eg. walk around in a circle waving arms to represent traveling).

- Ask them to freeze and ask for suggestions of a sound that would represent this first part of the story. Ask students to try a walk/movement that best represents the line and once you are finished reading the line they can start making that sound while they are moving.

Visual ArtsKindergarten: V2.1, V3.1, V2.2Grade 1: D1.2, D1.3, D1.4

- Ask students to stop and use their bodies to express aspects of the second part of the story (Eg. kneel and lift your arms up to the sky to represent seeing the mountains). Remind students that they can use the vertical space around them through levels (lying on floor vs standing on tip toes) to create forms (eg. crunched down in a ball, spread out like a star).

- Ask students to freeze and ask for suggestions of a sound that would represent this second part of the story. Ask students to try a movement on the spot that best represents the line and once you are finished reading the line they can start making that sound while they are moving.

- Ask students to walk in a new formation (you be the leader and zig zag or snake across the room). Explain that you will lead the line, but they do not have to follow your actions, they can come up with their own movements. Again prompt them to use their bodies to express aspects of the third part of the story. Incorporate elements of time such as going very slowly or quickly. Lead them back into a circle.

- Ask them to freeze and ask for suggestions of a sound that would represent this third part of the story. Ask students to try a walk/movement that best represents the line and once you are finished reading the line they can start making that sound while they are moving.

- Decide as a group how you will start and end the performance (eg., all sitting down, or facing the outside of the circle). Try it all out from start to finish.

- Ask one half of the class to sit down as the audience and watch the other half perform. Then switch roles.

Reflect and Consolidate… 20 mins- Ask students for their thoughts on their experience of being an audience member versus a

performer (which one did they like better). What would they do differently another time? Who would they like to show their performance to?

- Ask students to draw a picture of one of the other scenes on blank paper- Affirm students and offer your feedback. - Have the group line up at the door then lead them back upstairs.

Visual ArtsKindergarten: V1.1, V4.1Grade 1: D2.1, D2.4

Notes:

ADDENDUM: ONTARIO CURRICULUM EXPECTATIONSKINDERGARTENV1.1 demonstrate an awareness of personal interests and a sense of accomplishment in visual arts

V2.1 explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (e.g., use natural and recycled materials at a learning centre)

V2.2 explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts

V3.1 use problem-solving skills and their imagination to create visual art forms (e.g., choose materials to make a three-dimensional structure stable; choose an alternative way to fasten their materials if the first way is unsuccessful)

V4.1 express their responses to visual art forms by making connections to their own experiences or by talking about the form

Grade 1D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and personal understandings

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

D2.1 express their feelings and ideas about art works and art experiences

D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art

ELEMENTS OF DANCE • body: body awareness (e.g., awareness of where one is in space in relation to objects in class, awareness of position), use of body zones (e.g., whole body [versus various body parts], upper body only, lower body only), use of body parts (e.g., arms, legs, head), body shapes (e.g., big, small, angular, twisted, curved, straight, closed), locomotor movements (e.g., galloping, skipping, rolling), non-locomotor move-ments (e.g., arm movements such as swimming/waving, hopping on one foot, jumping on two feet, kicking, bending knees, melting to the ground, stretching, growing, spinning, folding, bowing), body bases (e.g., feet as body base, hands and knees as body base) • space: levels (e.g., low to high by reaching; high to low by falling, crouching), directions (e.g., forwards, backwards, sideways), general and personal • time: tempo (e.g., fast/slow, movement versus freeze), rhythm (e.g., even, uneven) • energy: quality (e.g., melting, twitching, slumping, percussive, sustained [as in a held stretch]) • relationship: with a partner (e.g., slow-motion mirroring)

A1.1 use movements that are part of their daily experience in a variety of ways in dance phrases

A1.2 use dance as a language to express feelings and ideas suggested by songs, stories, and poems, with a focus on the element of body, particularly body shapes

A1.4 use varied and/or contrasting body shapes to communicate different types of messages

A2.2 identify and describe how the element of body is used in contrasting ways to communicate ideas in their own and others’ dance phrases, with teacher support

A2.3 identify and give examples of their strengths and areas for growth as dance creators and audience members