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Teaching Critical Thinking through Dance-Making

Teaching Critical Thinking through Dance-Making. The Thinking Tools. Based on the book Sparks of Genius: The 13 Thinking Tools of the World’s Most Creative People By Robert & Michele Root-Bernstein Published by Houghton Mifflin in 1999. Observing Recognizing patterns Empathizing

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Teaching Critical Thinking through Dance-Making

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  1. Teaching Critical Thinking through Dance-Making

  2. The Thinking Tools • Based on the book Sparks ofGenius: The 13 Thinking Tools ofthe World’s Most Creative People • By Robert & Michele Root-Bernstein • Published by Houghton Mifflin in 1999

  3. Observing Recognizing patterns Empathizing Body Thinking Imaging Transforming Abstracting Playing Forming patterns Modeling Synthesizing The Thinking Tools to Be Discussed Include . . .

  4. Selected & arranged in this way because . . . • They can be easily applied to the creative process in movement & dance. • This order of arrangement follows the order of operations in dance-making.

  5. Creative Movement Dance-Making Process • Inspiration • Observing inspiration • Responding to inspiration • Felt-thoughts + Imagination • Transforming & abstracting = • Movement + • Playing around = • Final product or dance

  6. Observing • Means active observation • Making sense of the sensation • Learning to see in new & different ways • Seeing details such as colors, separate parts of picture or foreground & background

  7. What details can you observe in this picture?

  8. Recognizing Patterns • Noticing relationships • Using various viewpoints to reveal different patterns • Patterns recognized can be visual, auditory, tactile, kinesthetic • Culture influences pattern recognition

  9. What patterns do you see in this picture?

  10. Empathizing • Being able to see the world through the eyes of others • Having personal knowledge • Becoming the animal, plant or object • Imagine what the object of your attention is sensing

  11. What feelings do you get from the two photos below?

  12. Body Thinking • Usually hidden from us • Using movement to solve problems • Felt-thought • A heightened physical awareness • Kinesthetic empathy

  13. How would your body feel in each of the two positions below?

  14. Imaging • Seeing pictures in the mind or visualizing • Thinking about sounds • Being able to recall a body feeling • Seeing movements in the mind • Being polysensual—synesthesia • A virtual experience

  15. What mental images can you create from the two cut paper designs below?

  16. Transforming • Changing from one sense to another • Using diverse methods to solve a problem • A blurring of lines between fields • Transformations are not always exactly equivalent

  17. Transforming body shapes . . .

  18. Abstracting • Begins with the real • Representing the essence of • The core • A simplification of • A tool for artists • Can be interactive across disciplines (visual arts & high speed photography)

  19. An abstraction of a forest . . .

  20. Playing • Experimenting • Fooling around • Treating work like a game • Breaking the rules & testing limits • Encouraging the unexpected • Limited sloppiness • Invoking a make believe world

  21. Playing around with a photo

  22. Forming Patterns • Combining structural elements or operations • Can be spontaneous or planned • Spans sensory modalities & disciplines • Embodies relationships & meanings • Leads to innovations

  23. Forming a Pattern . . .

  24. Modeling • Simulations • A physical representation of • Helps teach imaginative skills • Capturing the essence of operations • Embodying concepts • Supplies control of situation • Reveals problems

  25. Models of Dances - floor patterns for 2 dancers (L) & changes in energy quality (R)

  26. Synthesizing • Bringing together sensory impressions, feelings, knowledge & memories • Creating unity & wholes • An integration of the thinking tools • Trans disciplinary & multimodal • A necessity in solving problems

  27. A whole dance is the result of synthesizing.

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