For our final project in Movement and Drama for Children each student created a lesson plan that implemented movement and drama and then we presented it to the class. I was taking acting II the same semester and in acting II I learned about different acting techniques and theories. One of the theories that I found fascinating was the Laban Movement Analysis. Laban movement analysis categorizes all movement into different “efforts”. Each effort is has a different time (sudden or sustained), space (direct or indirect), or force (light or strong). I found that learning, demonstrating, and identifying the different efforts was very intuitive. I suspect that it would also be intuitive for many, maybe even most, people. For my final project in movement and drama, I presented the Laban Movement Analysis as a teaching tool for literature, poetry, vocabulary, and social skills. From this project I learned that theater and movement can be really helpful as a teaching tool. Teaching something is a creative way can really further understanding and engagement.
D. duration of each activity: The initial introduction to Laban Movement Analysis, or LMA, will take about 15 to 20 minutes. Subsequent activities involving the eight effort actions can take as little as five minutes or be expanded fill a class period.
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2. Instructions for implementation. Make sure to include a clear sequence for the activities: eg. Introductory activity, logical development of the activities in stages, closing activity. (@1 pg)
Rudolf Laban's Eight Efforts Of Movement And Their Four Components (the...
A. Provide background information on Rudolf Laban if there is time. Introduce the Laban Movement Analysis, or LMA, as a method and language used to observe, interpret, visualize, and describe human movement. The four themes in LMA are: body (what), space (where), relationship (with whom or what), and effort (how).
B. The focus of this activity is effort (how). In LMA, there are eight basic effort actions: press, flick, wring, dab, slash, glide, thrust (punch), and float. Have a chart like the one below drawn on the board or projected on a screen. Be able to fill in the blank cells. Have a filled in chart printed on a handout for yourself and for the students. Do not distribute the handouts just yet.
A. Have students get up and walk about the room as themselves. Tell them that you are going to ask them to move with one of the eight efforts. Ask them to move with an effort of your choice, dab for example. While they are moving, encourage them to interact with each other and dab with their eye contact, hands and feet, and their speech. Have every one stop and ask them a few questions: Is dabbing firm or fine? Sudden or sustained? Direct or flexible? As they call out the answers, many of them will be wrong. Don’t worry. Reassure them that it will start to make sense as they keep trying different efforts. Have them move with as many efforts as time allows. Do at least four if you can. Stop to fill in the chart after they try each effort. You will see that they start to get it.
Pdf) Introduksiyon Sa Pagsasalin Mga Panimulang Babasahin Hinggil Sa Teorya At Praktika Ng Pagsasalin
A. I believe LMA can enhance learning in a variety of classroom settings and be incorporated into as many curriculums. I am focusing on how Laban’s Movement Theory can be incorporated into an English class and a class on social skills. Below are suggested ways of incorporating Laban into each of these settings after the technique has been introduced.
I. In an English class: The technique could be incorporated into a vocabulary lesson as well as in to the analysis of literature.
1. Vocabulary lessons: In middle school, we had lists of vocabulary words every week or so that we were tested on. I feel like the Laban technique could be really helpful to some students for learning the words, as many vocabulary words are words that apply to people. For example, let’s use the word “sycophant”. By applying the Laban technique, students can have a discussion about the word sycophant. Is a sycophant direct or indirect? Sudden or sustained? Light or strong? How does a sycophant sound when speaking? How does she move? How does she feel in her own skin? I would say a sycophant is indirect because she is not honest and has ulterior motives; sudden because a sycophant either acts as or becomes a sycophant in specific circumstances; light because she is not strong in her own opinions or beliefs and instead caters to those of others. Students can come up with something a sycophant would say and do and act it out, applying what they have learned from Laban. This kind of exercise is likely to reach a variety of learning styles including kinesthetic, auditory, visual, and social learners. I also believe this application of Laban would give the word much more meaning by bringing it to life and increase the likelihood that it would actually become part of the students’ vernacular.
The Eight Efforts: Laban Movement
2. When I was in middle school and high school, there were many times when I would be reading great works of literature by Shakespeare or Jane Austen and miss some of the greatest lines of dialogue because I would mistakenly read them as throw away lines. It wouldn’t be until my teacher would direct the class to the lines for discussion that I would recognize their significance. For me, understanding the full meaning of dialogue begins with understanding how the character feels and subsequently sounds and looks while speaking. The Laban technique can be applied to assist students when analyzing passages of literature and to assess their comprehension. Students can read the dialogue out loud with different effort actions and make arguments for which one they think applies. Having students read with different effort actions may also be a little less scary than acting—the effort actions have more specific instruction and less room for personal interpretation. How do you think Juliet sounded when she spoke those words to Romeo? Was she dabbing or thrusting? Why do you think? As a teacher, have a sense of what effort applies to the character before discussing it with your class because there are more right and better interpretations than others. The Laban technique would also pair nicely with poetry. The sound of the words and the visual organization and line breaks of and in the poem may suggest different kinds of efforts. Reading the poems aloud as well as listening to them being read aloud with different efforts may also provide new insight.
Ii. A class teaching social skills: Laban’s movement theory provides a great structure for discussing movement and tone. Many teenagers are not aware of how they actually look and sound to others. Often for adolescents, especially those with social challenges and diagnoses of Autism Spectrum Disorders, that’s where trouble often starts. Students may suffer the consequences in the form of detention or social rejection without understanding why. In other words, they may not see where the problem really lies. Their peers are unlikely to give them constructive feedback on an awkward social interaction, and authority figures too may skirt the issue, especially if they are offended or uncomfortable. What I like about the Laban technique is that it provides a clear structure and boiled-down language for discussing social interactions and providing instruction for practice.
5. Objectives for the lesson and how it addresses your goals for the group. (placement needs, emotional growth, specific skills, State Standards, etc) (@1/2 page)
General Information About The Eight Basic Efforts: Laban
A. In an English class: The vocabulary exercises will help students retain the words and their meanings. The exercise provides meaningful examples of the words in action, which will make it easier for students to understand and apply the words in other contexts. Incorporating LMA into the analysis of literature and poetry will facilitate a more in depth analysis of work by bringing life and depth to characters and poems
B. In a class teaching social skills: The LMA will bring students awareness to how they are perceived by others. This awareness and the LMA are both tools that will be helpful for planning, navigating, and reflecting on social interactions. Better social interactions mean more independence and confidence for the students.
A. You will know that students are getting the LMA when they use the language from the LMA correctly. You will know they are meeting the goals when their analyses of literature and poetry are on point and facilitated by the LMA and when they are able to use the language when observing others or themselves.
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A. Incorporating the LMA may help you reach a wider variety of learners. It brings meaning and life to material and provides a framework for discussing the human experience.
8. A list of activities you might do before to prepare the children and afterwards to extend idea. (Possibly through reading, writing, research, visual arts activities, other movement or drama games, etc.) (@1/2-1 pg)
A. To prepare students: Listen to different genres of music and briefly discuss the different feel of each. How would you dance to each? How would you drive? How would you walk down a