An investigation into the science of movement, light and sound! An innovative new project working with a physicist and an associate professor in teaching and learning from Warwick University which explores the impact of teaching physics at KS1 and KS2 though kinaesthetic learning approaches and inspirational movement.
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Well.... That went fast!!!
Firstly apologies for not posting sooner but rehearsals kind of vanished quicker than i think anyone would have wanted! I think the best way to get back on track is to start again and talk about the whole process of putting the COMMOTION project together.
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Our aim was to try and bridge the gap between science and the arts. Often these two subjects are kept firmly apart, however in doing this project i have realised how similar they are especially for the 'science' of making theatre.
The first thing we looked at was our basic knowledge of the science topics that we were aiming to cover: SOUND, LIGHT, ELECTRICITY and FORCES. Each topic was distributed to Daisy, Sarah and myself, Mark. Each of us looked towards which topic we were more interested in and also better suited. Sarah took ELECTRICITY because of her interest, Daisy, LIGHT- she really didn't mind which she had and I was given SOUND... because i'm loud!? FORCES was kept till last as it was decided that it was possible the one topic we all felt happiest with.
We each took some time to research our given topic and wrote a short paragraph answering these question:
What is it?
How does it move?
How is it created?
What do we need to know about it?
Is there anything really interesting about it?
These questions may seem strange especially the last one, however we didn't want to get into a position where we were just regurgitating text books but instead trying to offer something different, engaging and exciting. Something that might ignite some interest, which will lead to the student/ child following the lead and researching the topic for themselves. This is certainly something that one of our inspirations for this project has done- Horrible Histories which is aired on CBBC.
Armed with these short passages we created movement either by selecting certain words that led to a movement or by showing the movement that is described in the passage. Our challenge was to try and make these paragraphs and the essential knowledge come to life, make it real for the students and offer them something different to what they may be used to in their everyday classroom environment. By associating certain words with movements we were hoping to give the students/audience an opportunity to learn in a different way, giving them almost a visual reminder e.g. Moving my forearm in a circular motion linked with the way current flows.
With our topics opening sections done we started to look at the end sequence- a dance combining all of these movements.
One of our questions for this project was- Why will we be in the school, performing for the students? Essentially, and without wanting to fall into an actor’s stereotype, “What is our motivation?” After plenty of head scratching we came up with the scenario of us, as the dance and drama specialists many of the students will already know from previous visits over the years, putting on a dance performance, but before doing so, finding out the science behind the movement.
What do we need to put on our dance show?
Answer-
Sound- from our speakers
Light- so that people can see us
Electricity- to power the previous two.
Movement- the dance moves!
The final dance was created to be a culmination of all of the science/ physics movement that we had used previously during the performance; Sound waves, the sun, light bouncing of surfaces, forces speeding up, slowing down, changing shape and direction. All clear movements and gestures that the children will be able to recognize and identify as being from a specific part of the performance- again reconciling their learning. It must be said that all three of us found making this stage of the performance the easiest and we possibly concerntarted on this slightly longer than we should have done. Why? Looking back it was probably the fear of the unknown, the unknown being science in general!
…and so after avoiding the major science based sections of the performance, we decided that it was time to jump in with both feet!
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A disjointed day today. After a brief but much needed warm up we started to look at the narrative, structure and general flow of the performance. It’s felt at times this week, we have missed the structure of a storyline that we are so very used to when creating our theatre performances. It’s this difference that we really are trying to tackle with some probing questions:
-What is the difference between creating work for the theatre/studio and a primary school setting?
- Can we/ is it possible to create a performance both high in educational and artistic substance?
So just as we get into the process, we realise the time… PICK UP SET TIME!! We had been waiting for this all week, a chance to see, use and play with the new set. During the picturesque drive along country roads and humpback bridges, we start munching on mini eggs whilst our minds start drifting back to the studio and the project we’re creating…. How do we start? The answer- do what we do best. Present the audience with a performance, or at least the beginnings of a performance. Make the audience become the scientist and what do scientists do?
“The job of a scientist is basically to ask questions. ‘Why’ is our favourite word!”
-Ally Caldecote 2012
So then the question, what do our audience need to question- everything! But more importantly for Commotion: what physics principles do we need to put in a performance? Sound, Light, Electricity and movement (forces)…..
Just as we reach this realisation, we arrive at the Vortex Creates studio and are shown into what looks like an Aladdin’s cave of creativity, glue guns, kite cane, mannequins and paint. There standing in the middle of the studio at over 9 feet tall, our set. A mixture of wood, vinyl and a whole array of different textures and surfaces. Before we know what’s happening, Sarah’s pounced and is in the process of touching it all, experimenting with objects and trying to decipher the physics behind it.
After an explanation of how to erect it and safely pack it away, we’re off like young children, sat in the car, impatient, not wanting to wait until we’re back home and able to play!
Now at home in the Shop Front theatre, the set awaits a full-on day tomorrow,as we set out to put some real flesh on the bones!!
http://www.huffingtonpost.co.uk/alan-davey/the-art-of-science_b_1216297.html
A final link sent to us by Vortex Creates who are working with us as designers on the project.
A bit of science and art anyone?
http://www.pitchfork.com/news/45096-watch-bjorks-biophilia-education-program-in-action/
Another inspiring link to a project created in collaboration with Bjork using an app which has also inspired our thinking when investigating sound as part of the Commotion Porject.
http://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal.html
This link was sent to us by a teacher at Earlsodn Primary just prior to starting the project. It has already provided us with such a lot of inspiration and direction for the project. I hope you can see why.
16.01.12-21.01.12 Research and Development at Earlsdon Primary
A full six days working through year 6 to year 1 exploring and investigating the physics curriculum.
What a fantastic opportunity!
“I don’t know if I want to learn more about physics. I don’t know what physics is!” Child Y5
Thanks to the unquestionable support of staff and pupils at Earlsdon Primary, Coventry we gain an all access opportunity to test and uncover successful methods to teaching and inspiring students to engage with the physics curriculum- our only tool our bodies!!
“It was so lovely to see. They seemed to be able to take on and remember so much more by playing and doing it. And then they could express it because they knew it!” Teacher
It was also fantastic to be joined by physicist and project partner Ally Caldecote during this phase of the project who was able to bring some brilliant experiments into the school to wow the children involved. We played with liquid nitrogen, made UV bracelets that come to life in the sunshine and exploded bottles of coke!
“It’s different from a typical physics lesson. There’s something about using your body that leads to a deeper learning.” Teacher
“It’s giving teachers the confidence to try things differently.” Teacher
“When you can see the children answering questions and getting it right, where they’re not being led or prompted you know that what’s happening is right, it’s working!” Teacher
Input from Jo Trowsdale, director of Cre8us and associate Professor in education at Warwick University, as project evaluator was invaluable in helping us to reflect on the research and development and really understand how our approach might inspire extended learning and lead to deeper, more sustained understanding of the topics being explored.
It was a great honour that on the last day of the research and development period we co-delivered a session with Ally to the lovely year ones. This gave us a really opportunity to look at the relationship between the scientist and the performer in delivering effective and engaging teaching to children. This session was a great success and upheld the true scientific balance of demonstrating scientific fact and experimenting with tested theories… one such experiment involved Mark rolling down a bench imitating a huge heavy bowling ball!
“Learn it, know it, understand it” Ally Caldecote
10.01.12- Back to school
We were so pleased to be able to book in a teaching day with physicist and Commotion project partner Ally Caldecote at Warwick University. It was with some trepidation that we arrived at the university ready to learn physics and most importantly get it right before our Research and Development takes place at Earlsdon Primary next week.
To our great relief Ally immediately alleviated our fears, her relaxed and informal approach made the session not only informative but also fun.
We went through all aspects of the physical processes elements of the KS1 and KS2 science curriculum dispelling myths about forces, gravity, light, sound and electricity.
Full of excited question and inspired by new learning…
“If everything is equal nothing will ever move.”
“How can a hole be heavy?”
“If we lived in Mars we would have the power of super heroes!”
We also got to have a play with some brilliant science equipment
A spinning disc, lazy Susan style, which you could stand on and look at how different movements which changed your centre of gravity made you slow down speed up pr even fall off!
A bike wheel gyroscope that seemingly defied gravity.
A light box which made colours disappear when you span it.
It was quite ridiculous how Mark and I quickly reverted to childhood inspired by the possibilities of our new knowledge and making connections to how things work in the world around us. We are confident that the energy that we gained through this experience will not be unique to us but will transfer to the children we work with as part of the Commotion Project.
You really can’t help but be inspired when you learn just how amazing the world is in its both simple and ever so complex make-up.
Commotion- An investigation into the science of movement, light and sound!
Welcome to the Commotion Project blog page where we hope to keep you updated with project developments as we start our journey into the world of arts and science in the pursuit of creating an effective and engaging project for primary school children that promotes learning and intrigue in the world of physics by some of our youngest learners!
Highly Sprung Performance Co. is a Coventry based physical performance company creating work with, for and alongside children and young people.
Providing innovative and original projects that involve, engage and excite, the company create work using a style of performance that expresses a narrative through movement that speaks and text that moves.
Highly Sprung Performance Co. is a Coventry based physical performance company creating work with, for and alongside children and young people.
Providing innovative and original projects that involve, engage and excite, the company create work using a style of performance that expresses a narrative through movement that speaks and text that moves.
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