This week’s activities:
We first reviewed the notation and language for some basic rhythms for compound (ternary) meter: dotted quarters, 3 eighth notes, quarter-eighth. I put the symbols on the board, and asked one student to stand in front of the one he/she wanted to hear and see moved. After this quick reaction game, I gestured a pattern. In our rhythm language, it was, “Running and skip and beat beat.” I asked them to speak it in as many different ways as they could (using the same words). It took some time but we eventually got a variety of dynamics and tempos. I then asked them to move freely to the music, but stop and show the pattern if as soon as they heard it. After this, we practiced simply moving the pattern. The starts with three running steps, which lead to a single skip, followed by two slow steps. It was challenging for them to get off the ground and immediately stop. There were varying degrees of success, but as a group we managed to get a gestalt of the pattern.
They wanted to be seen moving it one at a time, so I asked them to design the space. They lined up and each moved the rhythm twice across the diagonal of the room. I decided to spend some time making what we call a ‘plastique’ out of the rhythm. In this case, this means that we choreograph how to move, who is moving when, the shape and organization of movement in the room. I did a fair amount of prompting by giving them a series of choices (e.g. “Should we move it twice or once? “Should partners move at the same time, or one after the other?”). In this way I helped them to make the many small decisions necessary to create organized movement. We tried it several times and I accompanied them on the piano.
We ended with a quick experience/game with three rubber spots, which I placed on the ground and associated 1, 3 and 5 of the major scale with. First I moved and sang myself. Then I moved and asked them to sing. Finally, I sang while they moved. We improvised short phrases for a while, and then said goodbye. I will return to this game in the future.