With the new school year beginning this week, CODE is releasing our Drama and Dance - Creative Community in the Time of COVID Version 2.0 to all of our members and community.
A summary of our Virtual Fireside Chats are now available!
2021-01-07_code_fireside_chat_-_secondary_dance.pdf
2021-01-07_code_fireside_chat_-_secondary_drama.pdf
An Invitation to play: Using Fairy Tales to Build Early Literacy Skills
Read a loud The Story of the Three Little Pigs
Build belief through movement: Invite students to the carpet to explore how various animals might move using guided imagery: Can you show me how a pig or wolf might move? How might your animal sleep, eat or play?
Role Play: Ask students to consider what questions they might have for the wolf. What do they still want to know about this story? In role as the wolf, teacher can answer the questions generated by the class.
Action and Exploration: Retell the story with students, having them play the part of the wolf. In small groups, ask the students to create a dramatic retelling of the story. Provide masks, puppets, costumes etc. and invite students to use the materials to retell the story.
Help! I'm going to be away and I teach DRAMA!
After a very successful roll-out of our Elementary Inquiry-based Dance and Drama resources, we have now uploaded our brand-new Secondary Inquiry-based Dance and Drama Resources.
If you attended the 2015 CODE Conference in Mississauga and are looking for the Conference Materials from your workshops, look no further!
From our friends at Prologue to the Performing Arts:
Dancing to Learn is grounded in the new brain sciences and integrated with knowledge in education, the arts, humanities, and social sciences. This book explains that dance is nonverbal language with similar places and education processes in the brain as verbal language, thus a powerful means of expression. Dance is physical exercise that sparks new brain cells (neurogenesis) and neural plasticity, the brain’s amazing ability to change throughout life—I'm dancing--flamenco, belly dance, jazz, and salsa!). Moreover, dance is a means to help us cope with stress that can motivate or interfere with learning. We acquire knowledge and develop cognitively because dance bulks up the brain and, consequently, dance as an art, recreational, educational, and or therapeutic form is a good investment in the brain. The “brain that dances” is changed by it.
CODE Secretary Clyre Lyndley published an article in the Spring 2015 edition of ETFO Voice.
The CODE Management Board, along with the Elementary Inquiry-based Learning writing team, is meeting this weekend at Kempenfelt Conference Centre in Barrie