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Hooping with Karla Kloeble

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Hooping with Karla Kloeble Strand: Dance Level: Grades 5/6 Content: 45 minute broadcast + hands-on activity LIVE Arts: Hooping with Karla Kloeble Karla will guide students in an exploration of movement and dance using three different methods. First, Karla will show students how movements can be lead by a specific body part. Secondly, she will teach students how to let the music guide them and to draw inspiration from the sounds that they hear. Thirdly, students will explore movements that involve handling a prop. During the broadcast, Karla will also discuss her professional art practice, perform a short dance, and touch on the history of pop culture and dancing with hoops. Please see page 3 for Teacher Guided Post-Broadcast Activities. These activities will give students the opportunity to apply what they have learned during the broadcast. About the Artist Curriculum Aims & Goals Karla Kloeble co-founded the Saskatoon Hoop Community in 2012 and has been an Creative/Productive: artist entertaining as “Hula-Hoopster” ever How to invent dance movements since! With over 15 years experience in the inspired by the music, the body and an movement arts (ballet, tap, jazz, hip hop, object. lyrical, modern, contemporary and improvisation) Karla embodies hooping like second nature. Performing and teaching are Critical/Responsive: among her top favourite “hoop life” activities. How to communicate ideas and Karla also teaches body based dance classes emotions with music. with reassurance, patience and positivity. Karla performs both as a body based dance artist Cultural/Historical: and as a hooping entertainer. How music influences movement. 1 Curriculum Outcomes: www.curriculum. gov.sk.ca CP5.2 Express own ideas using pop dance forms and styles, and apply the elements of dance including: o actions (extend repertoire of actions with flexibility and clarity of movement) o body (arm and leg gestures that lead toward, away from, and around own bodies) o dynamics (acceleration and deceleration) o relationships (alone, partner, small groups) o space (pathways, directions, levels, shape). CP6.2 Investigate and manipulate elements of dance and principles of composition including repetition and contrast. Broadcast Program (45 min) Materials and resources for broadcast: Presentation 1 Artist Biography - Space required: it is preferable to work in an open space such as a Activity 1 gymnasium or a large classroom with Warm up desks pushed against the wall Activity 2 - One accessory per student (for Movement inspired by music example a hoop, a small or medium sized ball, or an inflated balloon) Performance Karla dances with the hoop Activity 3 Movement inspired by an accessory Questions/ Wrap Up If you are watching from a distance text questions to 306.291.7355 to have your questions answered on air!! 2 Teacher Guided Post-Broadcast Materials/ Resources for Activities Activities - Space required: it is preferable to work in an open space such as a gymnasium or a large Activity 1: Combining Hoops and classroom with desks pushed against the wall Music - A computer with speakers, or other 1. Music (5 - 10 minutes) equipment for playing music Try out a variety of different types of music for creative dance. Use your own music or check - Music- Karla has created a playlist available out the Beatlist Karla has created for you: here; http://www.beatpick.com/playlist/loadShared/play http://www.beatpick.com/playlist/loadShared/p laylist/10120 - list/10120 or use music of your choice a) Use the same steps that Karla used in the - Hoops: 1 per student broadcast to explore movement inspired *A hoop that stands from the floor to navel is by the sounds and rhythms of the music. typically a good size for the person using it. For example, invite the students to Sometimes a student will do better with a imagine that: smaller or bigger diameter. If possible, have - they are inhaling the music different hoop sizes on hand for students to - they can see the music with their eyes change out their hoop and find the best one - the music is entering their shoulder, for them. foot, stomach, etc. * For activity 1, part 2, you may show students b) Pick out one instrument that you can hear a short video online. in the song and invite students to make movements to represent that sound with their body. Invite students to choose another sound, rhythm or tempo from the song and to make movements inspired by this sound. 2. Hoop (5 - 10 minutes) If possible, go online and watch Karla’s “hooping in the park” video. Give students the opportunity to practice hooping around their waist. Once all students have had success, they can try: 1. - changing direction 2. - changing speed 3. - hooping around other parts of their body such as knees, chest, etc. *A hoop that stands from the floor to navel is typically a good size for the person using it. Sometimes a student will do better with a smaller or bigger diameter. If possible, have different hoop sizes on hand for students to change out their hoop and find the best one for them. 3 3. Putting it together: Hoop + Music (10 minutes) a) Ask students to begin with their hoop on the floor, standing in the middle of the hoop. Invite them to close their eyes and listen to the music for about 30 seconds. b) Instruct students to wait until they feel their body wants to begin reacting to the music. Tell them to repeat the same movement a few times and then let the movement grow naturally (hoops are still on the floor). Encourage students to keep repeating the movement until they find their groove. (1-2 minutes) c) Now ask students to pick up their hoops while staying in their groove. They should try to waist hoop and continue their movement at the same time. d) If a student’s hoop falls, encourage them to find their groove again or find a new groove. If they like someone else's move from the classroom, they can try it! e) Repeat the exercise from the beginning, encouraging students to create a new movement. f) Play different music and try the exercise again. How does the new music affect the students’ movements? Option: If students experience difficulty hooping on the waist, they can dance by holding the hoop in their hand(s). To change things up, have all students try the same exercise with the hoop in their hand(s) instead of around their waist! Activity 2: (30-45 minute) Leading with the Body/ Levels in Space 1.The Body (10 - 15 Minute) a) Begin by asking students to walk haphazardly around the room, without order or organization. Tell students: "go where you see an opening, do not follow anyone, or walk with someone, everyone should have their own path." (1-2 minutes) b) After 1-2 minutes, ask a student to suggest a body part or suggest a body part (for example foot, hand, stomach, head, shoulder, hip). c) Everyone should then direct their movement with this body part as the leader. d) Repeat the exercise five times, using a new body of the part each time. 4 2. Levels in space (10 - 15 Minute) a) Take a moment to talk about levels in space. There are 3 levels to be aware of: low, mid, and high. Together with students, try moving through each level in space. Low level mid level high level mid/low high/jump b) Using the same form as described in 1.The Body (above), explore leading movements with different body parts while traveling through different levels in space. For example, announce - "Low level in space leading with the foot," - "High level in space leading with the head." or - "Mid level in space leading with the knee". You could also ask students to suggest the level in space and the body part. 3. Quality of movement (10 - 15 Minutes) a) Ask students to sit in a circle. b) Take a minute to talk about different words that describe qualities of movement. Use the list on the following page, or brainstorm together to create your own list. c) Number students around the circle as 1 or 2. Group 1 students can move towards the center and across to the other side of the circle using a quality of movement, for example “Group 1, wobbly”. Once group 1 students are seated, announce a different quality for Group 2, for example “group 2, move like liquid”. Repeat several times. 5 6 4. Keep the students in their 2 groups and continue the previous exercise, but this time incorporating levels in space. For example announce - "Group 1: turning and spiralling at a low level in space” - "Group 2: Soft and elegant movements at a mid level in space" - "Group 1: pause and go at a high level in space". - You can ask students for suggestions as well. Option 1: You can also integrate “#1 The Body” by leading the movements with a specific body part while continuing with levels in space and quality of movement. Option 2: You can have both groups following directions at the same time: Group 1 "sink/drop-low level" and Group 2 "free/light high level". Activity 3: Partner Movement Game- Walk and Melt (10-20 minutes) a) Begin by asking students to walk haphazardly around the room, without order or organization. Tell students: "go where you see an opening, do not follow anyone, or walk with someone, everyone should have their own path." (1-2 minutes) b) students walk around the room without order or organization. Tell students to walk to where they see open space, don’t follow someone, or walk with someone, everyone should have their own track.
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