| Description |
207 pages : illustrations ; 22 cm |
| Contents |
I The Practice of Movement Teaching -- 1 What is Movement Education? -- Education through movement, or movement education? -- What kind of movement 'mastery' is appropriate for children? -- What is the 'vocabulary' of movement? -- What is the difference between movement phrases in a movement composition and in a practical situation? -- Should children be 'taught' movement vocabulary first, so that they can use it late r in the service of a skill or art? -- Is there a 'basic ' movement which is applicable to all kinds of movement? -- Summary -- 2 Movement Lessons in School -- How can the time allocated to movement be used best? -- What is the difference between themes for agility classes and for the art of movement? -- What is the difference between 'bodily' movement and 'physical' movement? -- What about team games and sports? -- What is the relationship between movement and other subjects? -- 3 The Art-of-Movement Lesson in the Infant School -- What is the content of the first lessons? -- How can a teacher become expert in presenting challenges to provoke an inner response? -- How can a lesson, or series of lessons, be planned? -- How is the lesson arranged? -- Working with others -- What can the teacher do in a system of 'family-grouping'? -- 4 The Art-of-Movement Lesson in the junior School -- Is the art of movement of special help to the maladjusted or handicapped' child? -- What is the place of the art of movement in the school generally? -- What kinds of festivals can be celebrated in schools? -- Seasonal festivals -- Rituals -- Stories, myth s and legends -- Imaginative and fantasy themes -- Natural happenings -- Other arts -- Summary: the movement content -- 5 Practical Movement in the Infant School -- Agilities -- The apparatus -- Tasks using apparatus -- Tasks which stress the use of the body -- Tasks related to the timing or quality of movement -- Handling objects -- Combining agility and manipulative skills -- 6 Practical Movement in the junior School -- Agilities -- Small apparatus and games -- Do children need to be taught games techniques? -- Developing from exploration to games techniques -- Planning the lesson -- Improvised apparatus -- II Compositions for the Junior and Middle School -- 7 Introduction to the Compositions -- What is a composition? -- 'Creative ' is not the same as 'inventive' -- Choice of appropriate themes -- 8 Duo Compositions' -- Theme: Magnetism -- Movement vocabulary -- Introduction -- The main part of the lesson -- The end of the lesson -- Relationships between partners -- Leading and following -- Matching of power: conflict -- Cooperation: working together -- Two individuals with their own characteristics -- Developing motifs and sequences from a gesture -- Further examples of themes for duos -- The ball game -- A comic fight -- 9 Compositions for Young juniors -- Magic cymbals -- The children playing -- Casting the spell -- The reversing of roles -- Discovering percussion -- Mechanical creatures or toys or dolls -- Summary -- 10 Ritual Compositions -- The hunting ritual -- Scene 1: Stalking the prey -- Scene 2: Seeing the victim -- Scene 3: Attack and killing the victim -- Scene 4: Dragging away the victim -- Scene 5: Celebration of victory -- Mother earth -- Scene 1: Awakening and growing -- Scene 2: 'Opening out' -- Scene 3: Working actions -- Scene 4: Rejoicing -- Scene 5: Offering -- Scene 6: Circling in tribute -- Summary: Principles of composition -- III Understanding Children through observing their Movement -- 11 Educational and Therapeutic Use of Movement -- 12 Movement Characteristics and Personality Traits -- General observation during lessons -- What to look for -- Observing individual children -- Does one person's movement affect or influence that of another? -- Laban's influence: on the study of movement characteristics -- Four aspects of movement -- (a) The body -- (b) Effort -- Phrases -- The elements of movement -- Summary of the elements of movement -- Ability to alternate between opposite attitudes -- Combinations of three elements appearing at the same time -- Combination of two elements appearing at the same time -- (c) Spatial directions and patterns -- Placement of shapes -- Planes of movement -- Levels of space which are used by an individual -- (d) Relationships -- 13 Movement Assessments of Junior-School Children: -- Examples of Students' Work -- Mary: aged seven -- Introduction -- Body aspects -- Effort -- Conclusion -- Response to different materials -- Space -- Penny and Jean: twins, aged twelve plus -- General background -- Body aspects -- Effort -- Space -- Relationships -- Andrew: aged twelve plus -- General background -- Body aspects -- Effort -- Space -- Relationships -- Jimmy: aged eight -- Conclusions -- Appendix: Review of literature - Acknowledgements |
| Analysis |
Schools Curriculum subjects: Physical education |
| Notes |
Cover subtitle: A guide for the primary & middle school teacher |
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First published: Maurice Temple Smith, 1973 |
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Schools. Curriculum subjects: Physical education (BNB/PRECIS) |
| Bibliography |
Includes bibliographical notes |
| Subject |
Dance -- Study and teaching (Primary)
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Movement education -- Study and teaching (Primary)
|
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Physical education and training -- Curricula.
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| ISBN |
0746305346 (paperback) |
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