超越时空与国界-舞蹈遇上项目式教学| FCG Dancing Teaching
Dance is an indispensable part of performing arts, through which people express their feelings and ideas about life worldwide. Thus, dance becomes the crystallization of local culture at a particular time. At FCG, students sing and dance to communicate in different languages within cultures around the world.
The creative form of expression has stimulated our students’ thinking and inquiries.
In the recent dance unit, FCG students have experienced multicultural dancing and the creation of world dance. They shared the dance forms, learned the basic movements, integrated their imagination and creativity into a recreation of the dance, and started a journey of exploration of their cultural roots. At the same time, in FCG's dance classes, we integrate and apply the knowledge of other disciplines, which is consolidated in a lively and interesting way.
Dance Combined with English
The younger grades started their dance learning unit with multiple fun activities that enhance the recognition of their body parts using Chinese and English vocabulary, Then, with the theme of "Starry Sky", students can perform dances using simple movement patterns in the context of events beyond living memory that are significant. Immersed in unique scenes and themes, students can give full play to their imagination and creativity, improvise dancing with their peers and an object (scarf, streamer, etc.), and imitate the scene of the fireworks show with a symphony.
Dance Meets Science
As a combination of dance and science, “Astronauts’ life in space” was the unit's theme. After watching the video of the rocket launch, and the astronaut's successful moon landing and return, the students fully applied scientific knowledge to explore the astronaut's situation in space. And then they performed a role-play and improvisation in small groups with the imagination and imitation of the space movements and life of the astronauts in weightlessness. This theme fully aroused students’ curiosity and enthusiasm for performance. During the task, the students mastered the movement textures of floating, light, heavy, slow, fast, etc. They also fully used their imagination and creativity to interpret scientific concepts such as rocket launch, out of the atmosphere, and weightlessness with their performances. This inspiring dance class engages students' enthusiasm, engagement, imagination, and creativity as they think, ask, answer, perform, explore and revel.
Dance Combined with Visual Arts
The main task of students in the multi-dance experience and creation stage is to broaden their horizons, inspire thinking, and cultivate curiosity through learning and exploring different dances. Let students have a deeper understanding of dance art through diverse learning experiences, and further understand the national culture, historical background, customs, and habits behind each dance.
Ceilidh, The Original Dance from Scotland
Ms. Yvonne from Fetters College UK specially brought the students of FCG the traditional Scottish dance "ceilidh", allowing the students to experience the authentic Scottish dance style in bagpipes, various instruments, and Kilt. Ceilidh, the Scottish term for social gatherings, is an infectious social dance that makes people let go of their guard against strangers and devote themselves to cheerful kicking and jumping. Scots are proud of their cultural traditions, and ceilidh dance is a compulsory activity in schools in Scotland. Dance is a way of expressing emotions and self and can break the ice between people. Ceilidh's dance shows that the love of music and beats is human instinct.
除此之外，学生还体验了起源于美国二战时期的 “查尔斯顿” 和来自英国伦敦的“兰贝斯舞”，感受两种舞的异同。在学习了编舞技法之后，我们鼓励学生用小组编舞的形式对这些舞蹈进行了二次创作，与不同时空的舞蹈进行一场别具个性的对话。
At the same time, the students also experienced "Charleston", which originated in the United States during World War II, and "Lambeth Dance" from London, England, and fully felt the similarities and differences. After learning the choreography techniques, students were encouraged to recreate these dances in the form of group choreography with a unique dialogue between dances in different times and spaces.
Project Based Learning
Explore More Possibilities of Dance in Reality
高年级的舞蹈课程更多地采用了PBL（Project Based Learning）项目制学习模式。PBL是一种动态的学习方法, 通过PBL学习，学生们更主动去探索、计划、行动和反思。他们在这个过程中领会和掌握的知识及技能将更深刻。PBL学习在美国被中小学普遍采用，它有效锻炼中小学生的创造力，团队合作和领导力，动手能力，计划以及执行项目的能力，让教学回归现实生活。在本单元的项目制学习中，斐特思的学生需要对自己所了解的舞种进行研究，并与其他舞种进行对比分析。部分学生还使用了创作软件来视频剪辑，以视听的形式表达自己对舞蹈作品的理解和思考；有的同学通过制作海报、学术展示的形式来呈现小组探索的成果；有的同学自行学习一个新的舞种进行了精彩的舞蹈表演；还有同学将舞蹈结合文化背景创作成戏剧脚本，用思维导图的形式展示出来并公开演讲。
Our upper dance courses adopt the PBL (Project Based Learning) model. PBL is a dynamic learning method. Through PBL learning, students explore, plan, act and reflect more actively. In this process, the knowledge and skills they comprehend and master will be more profound. PBL is widely used in primary and secondary schools in the United States, stimulating students' creativity, teamwork and leadership, hands-on skills, and ability to plan and execute projects. Bring teaching and learning back to real life. These are the abilities students in China's exam-oriented education lack to cope with the challenges of the world and the future. In this unit, FCG students research the dance genres they have learned and analyze other dance genres. Some students fully use IT skills to express their understanding and thinking about dance works through video editing and making effects. Some students showed the results of the group's exploration through posters and exhibitions. Some students decided to learn a new dance genre on their own to perform; Some students wrote a script combining drama with knowledge of dance, then displayed it in the form of a mind map and gave a presentation.
Dance allows the world's cultures to infiltrate and blend, allowing people to observe the world, understand the world, and know the world from different dimensions.