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IDOC Type:
In Folders:
Propositions of Defne are in normal style - actions of the participants are in italic - text from documentator is underlined
Introduction:
Teaching for dancers and teaching dance is not necessarily the same
We teach dancers, but we don’t necessarily teach dance
Multisensational tasks:
- moving and doing, what everybody would like to do in this moment and state of mind + listening to Defne speaking about the aim of the day and the choice to take the class or to make a documentation or both
Sensory arwareness - meeting each other - become to know each other
- Imagery task: to imagine that the people are flowers and to meet them with an open spirit without juging
- haptic task: touching others
- everybody touching everybody
- writing task: 1 person - 1 „processpaper:“ everybody writes something on the paper about the touching as a gift for the person
(communication-form for the participants: all to one)
- everybody is reading the impressions he got from the others
- this is a feedback for you at this moment. If there is a resonnance, you can dance this feedbac
Distribution and transformation of informations by different medias: movement, written word, picture
(communication-form: one to all)
everybody can choose: music or not
- Movement solo without special contact to the spectators
- Touching everybody personaly
- Movement solo with looking to the spectators and building up a contact
- Movement solo with spoken words
Interaction with reflexion of the double role of taking the class and reflecting the own position as a teacher
(Communication-form: everybody to everybody)
- react to the changement in the room (with music)
- is there any relation from what you are doing now to what you are doing when you are teaching?
- the interaction continues + how would you define yourself as a teacher?
- What kind of teacher are you? How do you feel when you teach?
Self-portrait:
- Everybody gets a big „self-portrait-paper“
- do something that reflects what you get from dancing
- Write is down or draw it on the paper
- Search for a good place (without the paper)
Research about the essence of teaching
- Go deeper and take what you wrote down like a source, like an "essence"
- How would you share this essence with someone else?
- Whould you like to share it? Let the answer come to you
- If you have an idea, come to Defne
- Share your essence in a partnerwork
(communication-form: one to one)
- 1 moving silently, 1 observing
- both moving together
- speaking together
- 1 writing or drawing something for the other
- both writing or drawing something for the other
Transmission as a form of selfreflexion - exchanging as a form of learning
- Person 1 writes on the „processpaper“ of person 2 what she/he got/learned from the partner
- go to your own paper and add something that you liked about the sharing
- go to your self-portraits-paper and add all your impressions
Changing as a tool for surprising and disturbing habits
reflex-game:
- Circle, in center is a ball
- look at the circle, unless we are not all convinced that this a perfect circle, we doent start
- everybody can make a suggestion
- throw the ball and do not drop the ball, catch it with 1 hand
- what is my aim?
- How do I feel?
- throw and then turn
- What happens to you if another person lets the ball fall?
- clap before catching the ball and turn after throwing it
Failure and success
- Go back to your self-portraits and think about failure and success. Write a moment of success down on your self-portrait
- Think about a moment of failure, find a form of notation on your paper
- think of a moment of plaisur, reflect that moment and find a notatio form on your self-portrait
- lay down on your back, relax and imagine, that the world, the globe is under you (like in the „little prince“).
Reflexion of sources – resources by connecting to self-consciousness, self-acceptance
- Think of somebody, that supported you, who made you believe in yourself. Let the person come here in the room and let him ly down at your side and let him help you
- When you are ready, thank this person and allow her to leave and feel her support
- Find a notation-form on your self-portrait
Digestion
(Communication-form: everybody to everybody)
- Walking around, curiously
- Bring whatever you got and transmit it physically and look to somebody
- What are your sources, resources of imagination? What inspires you, what triggers you, so that you feel creative? Find a notation-form on your self-portrait
- You as a teacher: is teaching an integrating factor in your life? How do you place teaching in your life?
Exibition
- All self-portraits are put in the room
- Look for similarities and differences
Feedback from participants
- speeking
Summary Gitta:
Topic: proposition of a research about teaching
Tools:
- making a self-portrait
- constant transformation with multisensational tasks
- interaction
- participated authorship