AiR Commission Summer School at Murdoch University Day 1: Thursday 14 January, 2016 Collaboration 1: Dance and Visual Arts

1. Introduction – Robin Pascoe, Senior Lecturer Arts and Drama Education, School of Education, Murdoch University

2. Workshop overview – Amy Tozer, Murdoch University, School of Education student - Concept – a line is a dot that went for a walk; the workshop connects with identified

AITSL standards and Cross-curriculum priority Aboriginal and Torres Strait Islander histories and cultures.

- The workshop also references the elements of Dance – Body, Energy, Space and Time; and Visual Arts conventions – Line, Shape and Form, Colour, Texture, Space, Value/Tone.

3. Warm up activity 1: Audrey Fernandes-Satar and Arif Satar, Teaching Artists (Visual Arts)

- Stand in a circle. - Mark a centre point at your feet using chalk. - Find the centre of the collective/large circle and mark it with the chalk. - The first person to start a line at their feel and travel towards the centre of the circle,

ENCIRCLING IT and carrying the line towards another person’s MARK and encircling it. - The next person to carry on with the line towards the centre of the circle, ENCIRCLING

IT and taking the line towards another person. - Keep repeating the patter/action until all participants have taken part.

4. Warm up activity 2: Stefan Karlsson, Teaching Artist (Dance) - Participants will move between imagined dots in the circle (or actual ones). - At each coloured dot they will be asked to find a pose that reflects the colour. - If there are time constraints, call out the locomotion activity in between the dots and also

the colour of each dot participants get to or stop at. Example: 1. Walk-stop = green (embody the colour) 2. Skip-stop = yellow 3. Hop-stop = red 4. Sideways-stop = blue 5. Gallop-stop = white 6. Slide smoothly-stop = black 7. Like a robot interrupted-stop = orange 8. Leap quietly-stop = purple 9. Walk with high knees with wide steps-stop = brown

5. Warm up activity 3: Stefan Karlsson, Teaching Artist (Dance) - Mark a dot in space. - Mark another dot in space so that you need to travel a bit through space to get to it. - Draw a few other dots in between. Try to remember where they are. - Connect the dots to draw a curved line. Draw it in your hand; memorise it. - Draw this line with your nose instead. Let the body react and get activated while drawing

with your nose. Make it travel through space; make it huge! - Repeat this three times adding every time more movements stimulated by the effect on

the body, particularly the limbs. Embellishment. - Divide the group in two halves; observe each other performing what they have done. - Short reflection time.

6. Visual Arts activity 1: Audrey Fernandes-Satar and Arif Satar, Teaching Artists (Visual Arts)

- Concept: From Miniature to the Monumental. This activity is grounded in the concept of Looking, Seeing and Observing, and looking again.

- Activity: Scaling the leaf (use any type of leaf. In this exercise, the artists sourced leaves from a Eucalyptus tree; each participant selected their own leaf). Start by defining a 10 x 6cm rectangle on an A4 grid paper. Use the grid on the paper as a guide. Trace your leaf within the rectangle using an HB pencil; you are using a contour line, a continuous line that defines your leaf. This is your ORIGINAL or for this activity, it is your MINATURE. Add details to your drawing, e.g. specific markings, tears etc. Draw the location of the markings and other details on your leaf as accurately as possible. Using an A1 sheet of paper, you will enlarge your original drawing by using the grid on the paper and using a scale of 1 to 5 (i.e. 1cm of your original drawing equals 5cm on the A1 page).

This activity provides the framework to scaffold complex drawings and linking them to concepts within other disciplines e.g. maths, biological sciences, environmental studies, society and environment etc.

7. Dance activity 1: Stefan Karlsson, Teaching Artist (Dance) - Open task: there is no right or wrong in this activity. - Break into groups of three; make a leaf using your bodies and as a group. - Make 3 different leaves in 3 different ways in 3 minutes.

8. Dance activity 2: Stefan Karlsson, Teaching Artist (Dance)

- Throw the leaf that you were drawing; study the movement through the air; decide on words to describe the movement and quality (two verbs and 2 adverbs) and one word to describe a possible emotion associated with the words; describe the look of, or the story of, the leaf.

- Transfer or embody these words to movements; choose body parts or your whole body; make up a 10 second short dance phrase.

- Reflection – divide the whole class into two halves and make one half watch the others’ moves; ask the participants to find words to describe the others’ movements; develop a transition between the movements to make a short individual phrase. If time permits, create a duet.

9. Visual Arts activity 2: Audrey Fernandes-Satar and Arif Satar, Teaching Artists (Visual Arts)

- Drawing inside the leaf: visualize the movement and emotions in a graphic format inside the large scale leaf. Consider intensity, depth, softness, hardness, speed, stillness etc.

10. Reflection: One idea in one art form informs and leads to other ideas/expressions in other art forms and subject areas (and vice versa). We just need to look for the connections and the learning becomes deep out of creative thinking and problem solving.