Week 3
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Year 1
5-9-05
Class Objective:
To work on centering and grounding through fundamental connections through core; utilizing both upper and lower initiations; changing levels in space
Areas of Bess:
Body- Fundamentals
Shape- connection to self
Space- movement through planes, dimensions, and 3D space
LMA principles:
Scapula-humeral rhythm
Initiation from upper
Initiation from lower
Core/Distal connections
Diagonal/Contralateral movement vs. Unilateral
Class activities:
Heel-rock
Identifying the scapula and connected musculature;
Connecting arm/scapula movement with core movement
Locomotor movement - contralateral actions vs. unilateral actions
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4-10-05
Videotape day
Individual students are videotaped doing the following activities:
-standing- side view
-walking- 'normal' connected and a 'disconnected' version
-sitting in a chair and standing
-changing level to the floor and back up to standing
Students give feedback to individuals; followed by a viewing of the tape
Teaching Thoughts:
This week was a chance to reinforce fundamental body connections. Students are still questioning and investigating what they are doing as 'baseline' movement; or their 'habitual' way of moving. Part of this week was to continue to reinforce the fact that the core of the body is the support for all peripheral actions; that changing level from the floor to sitting, to kneeling, to standing is a complex activity that requires a strong awareness of head/tail connection and core support. The videotaping exercise was an additional opportunity to view particular individual preferences and habits. It served as a learning tool from which to determine how inner knowledge or 'sensory awareness' and 'outer form' or the performance of the action can vary widely.
Level 2
Class Objective: Shakespearean sonnet: transforming imagery into a physical expression
Areas of Bess:
Body-initiations and connections
Effort- dynamics of movement
Shape- relationship to self- to breath
Space- pathway, level
LMA principles:
3D warm-up
Crystallization of form
Movement and meaning
Phrasing and dynamics of the imagery
Class activities:
Building on movement material from last week, students refined the idea, phrase, thought, image of the sonnet with which they were working.
Explorations in movement were encouraged with changes in rhythm, phrasing, timing, and dynamics to help reinforce the integrity of the whole expression. Words or 'titles' were chosen that reflected the area of investigation. Connection to the sonnet 'as source' was part of the practice in the selection. In-class performances of the pieces ended the session. Next week's class will revisit the sonnets, and add in text.
Teaching Thoughts:
The instructors had the group split into two smaller groups. Group A had an effort-based 3 dimensional warm-up; Group B went right into the sonnet-based movement explorations. Instructors noticed a big difference in the type of movement explorations from the two groups. It seemed Group A found more variety and changes in use of space. Students were asked to avoid literal depictions and to investigate an 'authentic' movement expression. Ease or difficulty of fulfilling the task varied widely. The internal work of holding the image in mind resulted in performances from the students that were derived from the source, diverse, personal, and physically embodied. Each student made a personal investment with the objective of performing with a believability of conviction.