T H E LOS A L A M OS N AT I O N A L B A N K POPEJOY SCHOOLTIME SERIES T E AC H I N G G U I D E D C EE TM H SR A RA C

Pilobolus Presents Rules @ Play FRIDAY, JANUARY 19, 2018 Grad

es: 5

- 12 Dreamcatchers Teaching Guides align with

the Common Core State Standards and New Mexico State Learning Standards.

P I LO B OL U S

P I LO B OL U S

Pilobolus TEACHING GUIDE DREAMCATCHERS 2

The company performs four pieces selected for the Schooltime performances

collectively entitled Pilobolus Is a Fungus.

Each of us is part of our environment. We are connected to nature whether we know

it or not. From its beginnings, Pilobolus has been inspired by the humor and beauty in

nature. They even get their name from nature. Pilobolus is a fungus that grows in cow

poop. They created the show Pilobolus is a Fungus to showcase the growth and the

decay, the joy and the darkness, the movement and the little invisible community of

animals and plants that surround us that we dont see.

1. Sunrise at the Watering Hole - Natures Community

People are animals. Animals have a community, too. They all meet at the watering

hole. This is the center of their community, interaction, and social life.

2. In the Trees

Have you ever noticed the movement of trees and plants outside your window? The

world outside is full of movement and motion, wind and light. The animals in the

landscape are in constant interaction with these elements.

3. The Dating Game

Humans have dances they do to attract love. Animals do, too! We dance the tango;

the bird of paradise performs an equally intricate mating dance.

4. Sunset at the Watering Hole

The sun goes down, flowers wilt, light falls, and the cycle of life continues.

SYNOPSIS

What we want from modern dance is courage and audacity. -TWYLA THARPStandards Addressed By Attending the Performance

NMCCSSELA-Literacy.SL.2

New Mexico Content

Standards: Fine Arts/Theatre: Content

Standards 3 & 5

Pilobolus TEACHING GUIDE DREAMCATCHERS 3

Vocabularyballet - a dance form based on five positions of the body; ballets tell a story with precise movements and shapes in intricate patterns

choreographer - a person who uses a knowledge of dance and adds an interpretation of ideas, themes, and emotions to create a piece of dance art

collaborate - to work together or jointly with others to create something new or to solve a problem

contemporary dance an evolving collection of training and choreographic

approaches to dance intent on making dance performances relevant to contemporary cultures by breaking from the tight structure of classical forms

contort - to bend or twist something out of its normal shape

contradictions - opposing statements or assertions about a subject or idea

improvised - something created spontaneously or within the moment it is being done

modern dance - a style of theatrical dancing that is not as restricted as classical

pilobolus - a fungus that grows in

pastures on cow manure. It is about

1cm. tall, about the height of a fingernail.

Pilobolus has a light sensitive eye on its

long stalk which helps it bends and lean

towards light. When its spores are ripe

and ready, Pilobolus uses water pressure,

like a water cannon, to shoot the spores

out.

prowess exceptional skill or ability, or unusual bravery or courage

unison - everyone doing the same thing at the same time

variations - repeating thematic material in a different way or form

Pilobolus TEACHING GUIDE DREAMCATCHERS 4

Fun Facts for StudentsDance is a sport: As much as dancers are artists, they are also athletes because most follow very strict training routines in order to stay in shape. They need to maintain flexibility, physical and mental endurance, and muscular strength. Yoga, weightlifting, and cardio exercises are some of the routines practiced by most professional dancers. Most of them have been known to exercise for an average of six hours every day. The harder they work, the more they achieve, just like in sports.

Dance is diversified: There are countless types of dance in various countries, such as belly-dancing, break-dancing, ballroom, salsa, tango, tap, body-popping, and so on. Most countries have their own dance type(s) which they showcase as a part of their culture. Dance can be done for purely entertainment purposes, but it can also tell stories and communicate certain feelings to the audience.

Learning dance: Dance is not just about having the talent to do the moves. One can learn dance and become quite good if he or she works hard at it. In some countries, dance is an integral part of the National Curriculum and can be further pursued up to a Bachelors, Masters, and even PhD level. More and more students are enrolling in dance classes or are pursuing dance as a full time career. More higher

learning institutions are offering dance courses, making it possible for anyone with a passion for the art to learn. Note that even the most terrible dancer can learn to dance quite beautifully if they have passion, a positive attitude, perseverance, and determination.

Dance is passionate: No matter what kind of dance routine, one cannot fail to detect the passion within it. Dancing releases endorphins in the body, resulting in positive moods. Dancers will hardly consider quitting their careers unless an injury makes dancing impossible. Dancers are passionate about their art form and feel very connected and alive, more than they feel when doing other activities. Their passion shows in every movement they make, in each pose they assume, in the look in their eyes.

Dance is Timeless

PILOBOLUS came to be in 1970. Thats more than 40 years ago. That may seem like a very long time ago, but for dance, its barely an eye-blink.

Just as in literature (take Shakespeare, for example) where themes transcend centuries, the life of a piece of choreography continues to speak in a language that knows no time limit. So, lets take a look back at how dance evolved.

Centuries ago, in Europe, only the men danced. In fact, women werent even allowed onstage; in early theatre, womens roles were played by young boys or men. Just as todays dancers

use movement to tell a story, those early dances would most likely to be about myths or war.

Ballet, as we now know it, originated in the 1400s and was used as entertainment for Italian and French royalty. That is why all the names for the various ballet positions are in either French or Italian. In ballet, the body is held mostly upright, with the legs turned out from the hip.

In the early 1700s, dancing for both males and females became popular. Female dancers, or ballerinas, began wearing short skirts, or tutus, so that audience members could see their legs and appreciate and understand the new dance techniques being developed. During the 1800s, most ballets told a story from beginning to end; famous examples include the Christmas holiday ballet, The Nutcracker, or Swan Lake, which is based on a fairy tale.

Then in the 1900s, dance began to change. Dancers removed their shoes; they performed in clothes normally reserved for rehearsal; and the way in which their bodies moved changed. Dancers felt free to show off their athleticism in new and different ways along with their individual personalities and range of emotions. This was the beginning of modern dance.

It has certainly been an interesting journey dating back centuries when only men danced, and fast forwarding to 1971 when five men came together, and in turn, PILOBOLUS was born.

Pilobolus TEACHING GUIDE DREAMCATCHERS 5

Pilobolus: A Brief HistoryIn 1970, several young men who were enrolled at Dartmouth College took a dance class to fulfill a physical education requirement. With interests as diverse as English literature, philosophy, and pre-med, the idea of standing alone, in front of a class and moving was frightening. So they clung to one another for both moral and physical support building dances as a collective while at the same time creating something they thought was cool.

Following graduation the company without a name headed to a members dairy farm in Vermont where they continued their movement discoveries; creating choreography that relied on their collective creativity, humor, and interest in telling stories with their bodies. It was here, that PILOBOLUS was born; and audiences loved this new kind of Modern Dance.

This collective creativity continues to this day. Dancers, along with members of the artistic team and often artists from different genres, create dance collaboratively. Their physical inventions often appear to defy gravity or create new life forms right before your eyes.

As you watch the performance, keep in mind how this company came to be. Watch for those moments of connectiveness when one or more bodies join together to support another while moving through space; when dancers appear to transform into something completely new. In those moments, you too will become connectedto PILOBOLUS.

Pilobolus TEACHING GUIDE DREAMCATCHERS 6

Pilobolus Top Ten Guide for Preparing for the Show1. Do some quick research. This study guide is all you need, but if youre seeing dance at another time, spend five minutes searching Google for the company or choreographer.

2. See the big picture. Dance is a lot more than just moving bodies. Notice the lighting, costumes, music, stage decoration, and use of props.

3. Use your own vocabulary. Dont let fancy words or tricky terminology get in your way. Create your own words, like people do in comic strips. Chicago dancer Elizabeth Lentz makes up words like whooshy and glompy to describe dance movements she uses.

4. Sometimes a leg lift is just a leg lift. There isnt always symbolic meaning behind every sweep of the arm or kick of the leg. Some movements are choreographed simply for the sake of visual or kinesthetic delight.

5. Many dances dont have a plot. A dance performance may string together a series of images to depict a theme, such as love or loss.

6. Set aside logic. Table any preconceived notions that you may have and just take it in. Youll either connect with it, or not.

7. Let your mind wander. Go with it. Let your story be the story. The person next to you may have a completely different association and thats fine. Dance is about what you take from itnot what the choreographer started with.

8. Talk with your classmates about the show, and see what they thought of it. You might discover many different ways to interpret what is happening on stage!

9. Enjoy the prowess. Many forms of dance are packed with physical feats that challenge the laws of gravity. Enjoy the sheer athleticism of a dancers every maneuver, and let the character or the story of the dance fall to the wayside.

10. Go with your gut. There is no right or wrong answer. Trust your instincts. The same personal preferences that help you decide which movie you watch or what clothes you wear will also help you decide whether you love or loathe a performance.

Pilobolus TEACHING GUIDE DREAMCATCHERS 7

Objectives

Materials Large, open space to move around

Images of Pilobolus as the Human Alphabet on page 6 (photographs by John Kane)

Procedure 1. Ensure your classroom is prepared for movement: clear away any obstacles and make sure there are no objects on the floor that could cause injury.

2. Show students the images of Pilobolus and have students note how the dancers use their bodies to represent letters and objects.

3. Ask students to work in a group or pairs and think how they can use their bodies to make the first letters of their names. Explain the following rules: a. Each student must have two contact points to the ground. b. When in contact with one another, they must be gentle and respectful.

4. Bring the pairs/groups back together to reflect. Ask students to discuss the challenges of working together to create the letters. Could they clearly picture what they needed to do ahead of time or did they have to play around with it a bit? Were some letters more challenging to make than others? Did anything feel awkward or uncomfortable? How did they deal with that?

5. If you have already seen the performance, ask students to recall some of the things that the dancers used their bodies to create. If you havent seen the performance, you can find Pilobolus videos online or simply ask students to generate a list of shapes they would like to try making with their bodies.

6. Ask students to break off into their pairs/groups again and work together to create a shape, object, or word with their bodies. Tell them they will be presenting whatever they come up with to the class.

7. When students are ready, allow each pair/group to present their shape, object, or word to the class. See if the students can guess what the pair/group have made without being told. Ask students to note whether the presentations successfully represented the object they were trying to portray. Why or why not? What could be done to make the image more successful?

Students will:

use their bodies to represent letters, shapes, objects, etc. work together to create collaborative images.

reflect on the challenges of creating images using their whole bodies.

Letters, Shapes & ObjectsLesson 1

Grades 6 - 12NMCCSS:

ELA-Literacy.SL.2

NM State Standards:

Fine Arts/Dance: Content

Standards 1, 2, 3, 4, & 5

Extensions/Modifications

Assessment

Bring a camera to class and have students collaborate to make the letters of the alphabet the way Pilobolus does in the link provided above. Take pictures of each letter and print them out or make .gif or .jpg images of them on the computer. Allow students to create textual art to be posted somewhere in the classroom or around the school.

Quality of participation

Students successfully create recognizable letters/shapes/objects using their bodies.

Students work collaboratively to solve problems.

Pilobolus TEACHING GUIDE DREAMCATCHERS 8

Grades 6 - 12NMCCSS:

ELA-Literacy.RI.7;

ELA-Literacy.RST.7

NM State

Standards: Science: Strand 2.3

Objectives

Materials Computers

Rocks Hounds: Discover How Rocks are Formed

Space to move around

Procedure 1. Explain to the students that they will be exploring the elements of dance and the formation of rocks.2. Ask the students to consider how they can be both creative and safe during the dance activity. For example, dancers are carefully taught how to execute lifts, and dancers are rehearsed extensively before lifts are included in a work. Be sure to emphasize that its important for each student to be aware of their body at all times and to be sure that they are respecting each others space. Discuss ideas with the class.3. Demonstrate and explain the following dance elements to the students: a. Non-Locomotor is when dancers dance in one spot. Wiggling and stretching are movements you can do in your self-space. b. Locomotor is when dancers travel across the stage or room while they dance. leaping and stomping are movements you can do in the general space. c. Shape is when the dancer is frozen like a statue.4. Prompt the students to try and explore the new dance elements they just discussed.5. Divide the students into smaller groups of 3 to 4. Assign each group a type of rock to research from the following: a. Igneous Rocks b. Sedimentary Rocks c. Metamorphic Rocks6. Have students use classroom or school computers to research their rock type and the process of its formation. This website might be a good place to start.7. Explain to the students that they will be creating a dance that represents how their type of rock is formed and the qualities known for that type of rock. Ask them to think about possible non-locomotor and locomotor move-ments while they are researching their rocks formation.8. Make space in your classroom or bring your students to an area where they will have room to move safely.9. Ask your students to get in their groups and work together to create four or more movements that represent their assigned rock formations. These movements must incorporate the elements of dance.10. Give the groups five to ten minutes to practice their created movement sequence.11. Ask the groups to present their sequence.12. After each presentation, ask the students to try and identify the type of rock presented and to note any of the dance elements they saw in the piece.

Students will: learn dance concepts and put them into action.

gain an understanding of the three types of rocks, and the different processes by which they are formed.

work collaboratively toward a common goal..

Dancing Rocks!Lesson 2

Extensions/Modifications

Assessment

Have students research a different natural or scientific process (one you are already working with in your curriculum) and demonstrate how it works through dance.

Research other dance concepts and introduce them to the class. Create original dance pieces that represent each of the different concepts through incorporated movements.

Students provide accurate descriptions of rock formations.

Students demonstrate understanding of the concepts of non-locomotor and locomotor movements.

Quality of participation.

https://www.fi.edu/ https://www.fi.edu/

Pilobolus TEACHING GUIDE DREAMCATCHERS 9

Questions to Engage & Connect

After seeing the show, ask your students to answer

these questions:

Before seeing this show, I didnt know that

While watching the show, the strongest feeling

I had was...

The piece or element of a dance that most impressed me was

A question I have about the show is

This show made me think about

In my life, collaboration looks like

After seeing the show, my friends and I talked about

Something I want to share with my family about the

experience is

Bonus Explorations LESSONS & ACTIVITIES

Watch this video with Pilobolus dancers personal answers to the question What is Pilobolus? After watching the performance, answer that question as a class.

Writing Activity: After seeing the performance, invite students to discuss what they saw and record their impressions creatively. Students might want to write a short poem or haiku about the dances they watched, the ways that their understanding of dance may have changed, elements of the dances that surprised them, and ways that the dancers challenged their ideas about movement.

Collage Activity: Invite students to look through old magazines and newspapers to find images and words that reflect their thoughts and feelings as they were watching Pilobolus perform. Have students cut out the images and words and create a collage which represents the experience, the ideas that came up for them during the performance, and the impressions they were left with. Discuss the collages as a class. Encourage students to tell each other what they see in others collages and allow students to discuss their own collages.

ResourcesBOOKS

Cass, Joan and Martha Swope, Kerry Reardon, Maureen Richardson, Ted Bolen.

Dancing Through History. Borgasorus Books, Inc. MO, 2006.

Greenfield, Lois, and William A. Ewing. Moving Still. Chronicle Books, LLC, 2015.

WEBSITES

Dance Class A link to all things modern dance.

Contemporary Dance From poetry to history, a website linked to everything contemporary dance.

Dance History Check out a lesson plan that explores the history of dance.

VIDEOS

The Teaching Channel Here is a website that offers numerous videos on dance.

About the CompanyFounded in 1971, Pilobolus has built its fervent and expanding international following by showing the human body to be the most expressive, universal, and magical of media. Pilobolus maintains its own singular style, evolving interplay with shapeshifting, shadowplay and other explorations, while actively collaborating with the best and brightest minds from all conceivable professions all over the world. The results of these collaborations prove amazing feats can be achieved. Pilobolus achieves all this without ever losing sight of their core mission: to make art that builds community.

http://vimeo.com/59453664http://www.danceclass.com/modern-dance.htmlhttp://www.contemporary-dance.org/https://www.ket.org/artstoolkit/wodm/pdf/bonus/history_of_dance.pdfhttps://www.teachingchannel.org/videos/teaching-modern-dance-vocabularyhttps://www.teachingchannel.org/videos/teaching-modern-dance-vocabularyhttp://www.pilobolus.org/

About the Schooltime SeriesThe Los Alamos National Bank Popejoy Schooltime Series brings you national and international touring companies and performers you cant see anywhere else in or around Albuquerque. Each touring company is selected with youth and family audiences in mind, and our repertoire reflects the cultural diversity of our global community. The Schooltime Series includes new plays, familiar stories, literary works, biographies, mythologies, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication, and imagination.

Send an email with your name and email address to schooltime@popejoypresents.com requesting to be added to the mailing and monthly newsletter list. Visit us at schooltimeseries.com and facebook.com/schooltimeseries.

Popejoy HallPopejoy Hall is New Mexicos premier nonprofit venue for the performing arts and entertainment. Our misssion is to provide access to the performing arts for all New Mexicans.

EtiquetteThe inside of a theatre is called a house and to get along, have fun, and enjoy the shows, there are rules to follow. Schooltime provides a wonderful opportunity to learn how good behavior in a live theater is different from watching television at home. For guidelines to practice with your class and chaperones go to schooltimeseries.com/house-policies.

House PoliciesPlease visit our website for detailed information about House Policies. This includes our guidelines on safety, special needs, food and drink, backpacks, cell phones, photography, recordings, and more.

Credits Dreamcatchers are Teaching Guides produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico. Selected Dreamcatchers Teaching Guide materials provided by Pilobolus, Ordway Education, Merriam Webster, and other resources noted within this guide.

The University of New MexicoThe Los Alamos National Bank Popejoy Schooltime Series is a program of The University of New Mexico.

SchooltimeSER IES

The Schooltime Series is a proud member of

The LANB Popejoy Schooltime Series is supported in part by

awards from:

P O P E J OY H A L L : U N I V E R S I T Y F O U N D E D ~ C O M M U N I T Y F U N D E D

The Eugene & Marion Castiglia Popejoy

Childrens Schooltime Endowment

The Popejoy Schooltime Education Endowment

mailto:schooltime%40popejoypresents.com?subject=mailto:schooltime%40popejoypresents.com?subject=http://www.schooltimeseries.comhttp://facebook.com/schooltimeserieshttp://facebook.com/schooltimeserieshttp://www.schooltimeseries.com/housepolicieshttp://www.schooltimeseries.com/housepolicieshttp://schooltimeseries.com/house-policieswww.pilobolus.orghttp://learnersdictionary.com/