Week 19-24 Block 5 ECD1
Week 1-7 Block 3 ECD2
In this class, we will practice O.U.A, a dance improvisation approach created by Rabbani Sayed. We will focus on the technique and vocabulary ofbreaking but also on finding roots for improvisational practice in the urban lifestyle forms. The main question asked during this process will be: what are your choices based on and how does that relate to a specific dance aesthetics you are working with? The class will rely on the power of self-learning and peer-learning, inviting student to find their own creative resources and autonomy.
Content and design of the class
We will learn fundamental vocabulary, working on a limited amount of moves - 6- steps, sweeps and back-rocks - that we will take time to master with clarity. Once these foundational steps are integrated, students will be able to reinvent them as they wish. Part of each class will focus on developing strength, agility, control, and mental readiness, necessary conditions for improvisation. Students will be developing a flexible and alert physicality. They should be able to realise their movement choices with precision at any given moment with a sense of ease and effortlessness.
- Mastering with clarity basic moves/foundational steps of breaking
- Transitioning smoothly from one move to another
- Developing a correct posture, agility and readiness
- Being able to prepare/condition one's body
- Feeling comfortable and confident when trying new things
- Being able to use less strength and power and more precision, articulation, coordination and flow
- Being able to create endlessly by using a limited set of moves (conceptual training)
- Begin able to recognise and interpret different styles of breaking (training the eye)
- Having a sense of the cultural background of the dance form (history/evolution)
- Being able to separate training (exercise repetition) from breaking (finding freedom in improvisation and collaboration)
Used Learning the vocabulary, physical training, improvisation, own exploration and interpretation, observation, peer teaching and feedback, reflection.
Notebook, pencil /pen Mobile phone
Feedback in studio
Evaluation on how suggestions/ corrections are applied
Learning Goals in the class contribute to the overall development of the competency indicators
1.1 / 1.2 / 1.3 / 1.4 / 1.5 / 1.7 / 1.8 / 2.1/ 2.4 / 2.7 / 3.1 / 3.5 / 4.1 / 4.4