Circles of Groove

Objectives

Movement is a primary form of communication. We can use movement and dance to access inner knowledge, express ourselves, and connect with others. In Circles of Groove, we will listen to different styles of music, try out different forms of expressive movement, and reflect to each other what we witness. We will also be interpreting and responding to the elements of music (such as rhythm, tempo, pitch, harmony, and timbre).

Materials

• Speaker (for pre-recorded music)

• Live or pre-recorded music selections

Facilitation Outline/Notes/Script

You may read parts of this verbatim or use this as a guide for personalizing the experience for the students you are working with.

1. Standing in a circle but facing away from the group, start by taking three deep breaths and listening to the music. With each breath, allow the energy of the music to fill you up, and release anything you do not want to carry with you during the activity.

2. As you listen, your body will probably start to move naturally. Allow your body to gently move however it wants to.

3. Once the whole group is moving in small ways, start to explore different kinds of movement with the music. How does your upper body want to move with the music? Your arms and hands? Remember that you do not have to dance or create outstanding, original choreography. Just allow what flows through your body to move you. How does your head want to move, in gentle ways? What about the torso? The legs? Feet? Toes?

4. Continue the movement exploration with shapes. How could you move in the shape of a circle? Can your arms make circles? What size or speed does your body want to move in this shape with the music? How about other parts of your body, how can your legs move in circles? Continue this movement exploration with other named shapes, then invite students to "make up" their own shapes.

5. By this point, your movement and dancing can start to unfold however it wants to. Keep listening to the music, and let it move you. If you are ever unsure, you can return to the shapes, or you can play "air instruments" along with the music.

6. When you feel ready, turn to face the group. As you move and dance together, remember that your own style of movement is unique and precious. You do not have to conform to how others are moving or dancing.

7. Take a moment to appreciate everyone in the group. As the students continue to move or dance in their own way, start to shout out appreciations to everyone in the group. "I see you, (name)! Ooh, look at those moves, (name)! I like that creativity, (name)!"

8. Once the group feels comfortable moving and dancing together, have the students mirror your movement or dancing. Ask for a volunteer to pass the leadership role to. If the group is ready, take turns going all around the circle, so each student gets a turn leading the movement or dancing. Remind students to move safely, and to adapt the movements or dances however they need to. "We all have different bodies, and what's comfortable for someone else, might not be comfortable for you. You can make it your own."

9. Return to individual movement, and eventually, move or dance towards a partner or small group. For certain groups, you may want to determine the pairings beforehand. This can help prevent exclusion and speed up the process.

10. With your partner or small group, turn and talk about what you are feeling. How did it feel to coordinate with the music? Were there any musical selections that you really grooved with, or any that felt particularly challenging? What was it like to follow other people? What was it like to lead the group?

11. Optional extension: voluntary whole-group discussion.

12. In the end, take a moment to return to the circle and show a gesture of appreciation to everyone in the group.

National Core Arts Standards

• DA:Cr1.1.3.b - Explore a given movement problem. Select and demonstrate a solution.

• DA:Cr1.1.6.a - Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).

• DA:Cr2.1.3.b - Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.

• DA:Pr4.1.3.c - Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.

• DA:Pr4.1.6.a - Refine partner and ensemble skills in the ability to judge distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space.

• DA:Re.7.1.5.a - Find meaning or artistic intent from the patterns of movement in a dance work.

• MU:Cr1.1.5a - Improvise rhythmic, melodic, and harmonic ideas, and explain the connection to specific purpose and context (such as social, cultural, and historical).

• MU:Cr1.1.5b - Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specifically related tonalities, meters, and simple chord changes.

• MU:Cn10.0.5a - Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding.

• MU:Cn11.0.5a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

CASEL Core Competencies

• Self-awareness

• Self-management

• Relationship skills

• Social awareness