Cake Baking & the Creative Process: Recipes for Imagination! a Resource for Educators - Softcover

Hofmeister, Judi

Softcover

ISBN 10: 1452590044 ISBN 13: 9781452590042

Verlag: BalboaPress, 2014

Inhaltsangabe

Cake Baking and the Creative Process Too is the second edition of a fun and quick, creative resource for teachers. In this second edition, author Judi Hofmeister includes more in-depth information for planning lessons and curricular units using her cake baking analogy of the Creative Process. Hofmeister keeps the innovative classroom exercises (or what she calls "Recipes of Imagination") for dance, theatre, and vocal music that were in her first edition, then she further expands and includes new cultural ideas for the arts integrated classroom. Any of Hofmeister's exercises or ideas can be used as stand-alone, quick classroom tasks, or they could also be blended together to create entire curricular units. Better yet, the information that Hofmeister shares could be the foundation for large, collaborative, creative projects across content areas. Each section of this book encourages teachers and students alike, to think outside of the box, or "dance on the other side of the barre". Get your copy today and begin your creative planning towards arts integrated learning!

Über diesen Titel

Über die Autorin bzw. den Autor

Judi Hofmeister was hired at Douglas County High School in Castle Rock, Colorado in 1993 after leaving a ten-year professional performing-arts career. For twenty years Miss Hofmeister taught theatre, dance, vocal music, and sat as chair of the performing-arts department. In 2000, Judi was selected as the only Colorado public-school dance teacher to help develop and pilot the International Baccalaureate (IB) dance program. Her work on the IB Dance curriculum required multiple trips abroad to Cardiff, Wales and The Hague, Netherlands to collaborate with curriculum specialists and dance teachers from various countries. For fifteen years her IB Dance program was the only one of its kind in the state of Colorado. Judi was awarded Dance Educator for 2009 by the Colorado Dance Alliance (CDA), and is the past president and a founding member of the Colorado Dance Education Organization (CoDEO). She currently is the Dance/Drama and Theatre Arts Consultant for the Colorado Department of Education (CDE) where she facilitates the development of standards, and curriculum for dance and theatre teachers throughout the state. Judi attended Loretto Heights College, the University of Denver, and Regis University. Judi is available for large or small group professional development seminars or workshops, arts integration consultation, or development of performing arts standards, curriculum and assessments. Please visit Judi at: www.h2ohproductions.com

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Cake Baking & The Creative Process

Recipes for Imagination! A Resource for Educators

By Judi Hofmeister

Balboa Press

Copyright © 2014 Judi Hofmeister
All rights reserved.

ISBN: 978-1-4525-9004-2

Contents

Foreword, ix, 
Acknowledgments, xiii, 
Introduction, xv, 
Cake Baking: The Process, 1, 
The Dance Cake, 2, 
The Theater Cake, 18, 
The Vocal Cake, 36, 
A Discussion of the Creative Process, 53, 
Resources, 55, 
Music Ideas and Resources, 57, 
About the Author, 61, 

CHAPTER 1

CAKE BAKING: THE PROCESS

For several years in my classrooms, I've used the analogy with my students that the creative process is like baking a cake from scratch:

1. First, decide what flavor of cake to make (the idea/ inspiration for the project).

2. Second, gather the ingredients (the research, scripts, music, etc.).

3. Next, as a group, go about mixing these ingredients (developing blocking, choreography, lyrics, and music).

4. After all ingredients are mixed, put the creation in the oven to bake (rehearsals—refining and perfecting a scene, dance, or song).

5. Once the cake is baked and has had time to cool, apply the icing (costumes, sets, makeup).

6. Your cake, or project, is now ready to be consumed (performance).

I always tell my students that the final step in this process is one of the most important parts of the entire creation. It is the one step that often inadvertently gets left out or ignored all together: digestion! It is very important to have downtime after completing a performance to digest, reflect on, and evaluate the success of the product. This is such an important step to not only completing the creative process but also allowing time to fill yourself back up with ideas for the next project. This downtime allows for evaluation of the finished work as well as the generating of new creative ideas. Many times, the young artist wants to rush headlong into baking his or her next "cake."

The Dance Cake

God creates, I do not create. I assemble and I steal everywhere to do it—from what I see, from what the dancers can do, from what others do.

—George Balanchine

IN THIS SECTION

If I were to put a label on my IB dance program as a description of what we do, I would have to say that it comes closest to what has been referred to as "dance theater." My dance curriculum is a unique blend of creative movement exercises, technique classes, choreographic development and analysis, research of contemporary dance styles, and world dance traditions. The students also become well versed in performance and production skills. It sounds like a lot, and it is, but my IB dance curriculum is a two-year program, so there is more time for exploration and discovery.

Here are some fun exercises that help the student dancer begin thinking creatively. Please use these exercises in any way that fits into your own program. Remember, this is about your creative process, which is unique! Please scribble, sketch, doodle, and take notes in this book. Use it as your creative journal as you progress with your students through these exercises. Also, please feel free to adapt and abstract these exercises however you may wish. It's all about thinking creatively and about dancing on the "other side of the barre." Enjoy!

The Name Dance

Level: Beginner

Ingredients

3–5 dancers

Instructions

The dancers select the name of one person in their group. They must work together to create the shapes of each letter in the chosen name. The dancers need to use multiple levels and different directions and develop moving transitions between each letter. The group also needs to create a beginning, middle, and ending to this dance. You may add music or not. (Creates a 1- to 2-minute dance)

Skills Used in This Exercise

• problem-solving creatively with a group

• making decisions

• using movement to symbolize a letter

• applying knowledge of basic choreographic structure (beginning, middle, ending)

• effectively using space, time, and energy

• understanding the concept of transition

• exploring movement in different directions and levels

NOTES

Shape, Shape, and Reshape

Level: Beginner to Intermediate

Ingredients

3–5 dancers

Three different shapes (e.g., spiral, triangle, arrow)

Instructions

The dancers in each group need to create movement to symbolize the shapes selected by the instructor. They must work together to create the first shape, transition into the second shape, and finish smoothly with the third. They need to use multiple levels, different directions, and floor patterns, as well as develop moving transitions from one shape to the next. The group also needs to create a beginning, middle, and ending to this dance. You may add music to this dance or not. (Creates a 1- to 2-minute dance)

Skills Used in This Exercise

• problem-solving creatively with a group

• making decisions

• using movement to symbolize a shape

• applying knowledge of basic choreographic structure (beginning, middle, ending)

• effectively using space, time, and energy

• understanding the concept of transition

• exploring movement in different directions, levels, and floor patterns

NOTES

Emotions Dance

Level: Intermediate to Advanced

Ingredients

2–6 dancers

Select emotions (e.g., surprise, anxiety, longing) and select music to go with each emotion (instrumental music is best, 2–3 minutes).

Instructions

The dancers in each group are given an emotion and music selected by the instructor. They must work together to create the movement that symbolizes the selected emotion. The dancers need to explore gestures used with that emotion and adapt those gestures into movement, using multiple levels and different directions. The group also needs to create a beginning, middle, and ending to this dance.

Skills Used in This Exercise

• problem-solving creatively with a group

• making decisions

• using movement to symbolize an emotion

• applying knowledge of basic choreographic structure (beginning, middle, ending)

• effectively using space, time, and energy

• exploring movement with different gestures, directions, and levels

NOTES

Elements of Nature

Level: Beginner to Advanced

Ingredients

1–6 dancers (a more advanced level to this exercise is to have each dancer perform solo)

Instrumental music that complements the chosen element of nature (approximately 3–4 minutes)

Instructions

The dancers choose an element of nature to portray in this piece (either as a group or individually). Participants must work to create movement that symbolizes the element of nature. The dancers need to develop movement with multiple levels, rhythms, different directions, and floor patterns. Each piece also needs a beginning, middle, and ending.

Skills Used in This Exercise

• problem-solving creatively

• making decisions

• using movement to symbolize an element of nature

• applying knowledge of basic choreographic structure (beginning, middle, ending)

• effectively using space, time, and...

Details zur Ausgabe

• Verlag: BalboaPress
• Erscheinungsdatum: 2014
• Sprache: Englisch
• ISBN 10: 1452590044
• ISBN 13: 9781452590042
• Einband: Taschenbuch
• Anzahl der Seiten: 80
• Kontakt zum Hersteller: preigu GmbH & Co. KG; mail@preigu.de; ; Lengericher Landstr. 19; Osnabrück; Niedersachsen; 49078; Deutschland