Education Pack

WITHIN

THIS

DUST

About the Show

Within This Dust explores the events surrounding 9/11 and is inspired by the series of photographs by Richard Drew that capture a man falling from the World Trade Center during the attacks. This critically acclaimed work has toured to Sao Paulo, Berlin and New York City 4 times. It had a sold out performance at the 9/11 Memorial & Museum at the World Trade Center in NYC in April 2017 and was part of the Made in Scotland showcase at the 2012 Edinburgh Festival Fringe where it enjoyed a sell out 12 night run.

5. Suggestions for Creative Movement Tasks “What is vertigo? Fear of falling? No, Vertigo is something other than fear of falling.

It is the voice of the emptiness below us which tempts and lures us, it is the desire to fall, against which, terrified, we defend ourselves” Milan Kundera, The Unbearable Lightness of Being Czechoslovakian novelist (1929 - )

Tasks:

1. Walking in space, in any direction, at different paces, each individual shouts “Falling” when chosen, slowly initiating a suspension onto melting motion. At this point, the nearest peers come to cushion the descent of that person onto the floor by placing their own bodies under, or holding different body parts without stopping the momentum. Continue the exercise. Bear in mind that more than one person might shout the “Falling” command at the same time, so they must be able to melt slowly onto rolling on the floor if nobody assist them.

2. Explore ‘falling through the body’. Collapse the skeletal frame in succession starting from the top to the feet, as if giving into gravity.

3. Explore actual falls to the floor, in safe ways. Try sideways, forwards, backwards onto a shoulder roll.

4. Can you also ‘fall’ standing up, in a balance? Try taking your torso forwards, horizontally, as you stand on one leg only, and the other stretches to the back, this is called arabesque. Can you wave your arms, as if falling?

5. Swipe arms whilst lying frontally on the floor to turn your body onto your back and again to your front in just one motion. Continue to do so and the movement would take you round describing a circle as floor pattern.

6. Whilst lying frontally on the floor, arch your back upwards, rocking and experiencing suspension, like the dancer on the front picture of this pack.

7. Explore fingers motifs, like the ones used by the dancer to represent the falling action of the people, vertically downwards. Also the index-to-thumb hand motif that represents the actual caption, frozen in time and space of the man on the photograph by Richard Drew.

7. Curriculum Areas Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.

Curriculum for Excellence (Scotland) Related Curriculum for Excellence outcomes Expressive arts-Dance I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performa nces.

I can explore and choose movements to create and present dance, developing my skills and techniques EXA 2-08a

Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through creative work in dance.

EXA 0-09a / EXA 1-09a / EXA 2-09a

EXA 0-01a / EXA 1-01a / EXA 2-01a I can use and combine the visual elements and concepts to convey ideas, thoughts and feelings in expressive and design work.

Having chosen personal themes and developed my own ideas from a range of stimuli, I can express and communicate my ideas, thoughts and feelings through 2D and 3D work.

EXA 3-03a

EXA 4-05a

I can select ideas from a range of stimuli to choreograph dance motifs in creative ways.

EXA 4-09a

I can apply theatre arts technology to add excitement and drama to performances.

I can apply my performance skills to dance with accuracy, control, body awareness, sensitivity and movement flow. I can communicate my artistic intention and take account of different audience groups.

EXA 4-08b

EXA 4-08a

I can participate in dance styles and activities, which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance.

I can participate in dance styles and activities, which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance.

EXA 4-10a

EXA 4-10a

Social studies

People, past events and societies

I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.

I can discuss the motives of those involved in a significant turning point in the past and assess the consequences it had then and since.

SOC 2-06a

SOC 3-06a

Having critically analysed a significant historical event, I can assess the relative importance of factors contributing to the event.

I can express an informed view about the changing nature of conflict over time, appreciate its impact and empathise with the experiences of those involved.

SOC 4-06a

I can assess the impact for those involved in a specific instance of the expansion of power and influence in the past.

SOC 4-06d

SOC 4-06b

Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time.

SOC 3-06b

I can describe attempts to resolve an international conflict and maintain the peace and can present my conclusion about how effective these attempts were.

SOC 4-06c

Health and Wellbeing I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

I am learning to assess and manage risk, to protect others, and myself and to reduce the potential for harm when possible.

HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a

HWB 0-16a / HWB HWB 0-15a / HWB 1-16a / HWB 2-16a 1-15a / HWB 2-15a / HWB 3-16a / HWB 4-16a / HWB 3-15a / HWB 4-15a

I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and nonverbal communication.

HWB 0-45b / HWB 1-45b / HWB 2-45b / HWB 3-45b / HWB 4-45b

I value the opportunities I am given to make friends and be part of a group in a range of situations.

HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 314a / HWB 4-14a

Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.

HWB 2-19a

National Curriculum (England and Wales) Our activities are specifically suitable for Key Stage 3 and 4.

Our activities tie in with the National Curriculum’s three aims, which enables all young people to become: 1. successful learners who enjoy learning, make progress and achieve 2. confident individuals who are able to live safe, healthy and fulfilling lives 3. responsible citizens who make a positive contribution to society.

Our activities also tie in with the National Curriculum’s values which relate to: 1. ourselves, as individuals capable of spiritual, moral, social, intellectual and physical growth and development 2. our relationships, as fundamental to the development and fulfilment of happy and healthy lives, and to the good of the community 3. our society, which is shaped by the contributions of a diverse range of people, cultures and heritage 4. our environment, as the basis of life and a source of wonder and inspiration that needs to be protected.

KEY CONCEPTS IN KEY STAGE 3

1.1 Competence a.

Developing control of whole-body skills and fine manipulation skills. b.

Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity. c.

Responding with body and mind to the demands of an activity. d.

Adapting to a widening range of familiar and unfamiliar contexts.

1.2 Performance a.

Understanding how the components of competence combine, and applying them to produce effective outcomes. b.

Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve. c.

Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams. d.

Understanding the nature of success in different types of activity.

1.3 Creativity a.

Using imaginative ways to express and communicate ideas, solve problems and overcome challenges. b.

Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.

1.4 Healthy, active lifestyles a.

Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. b.

Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing.

KEY PROCESSES IN KEY STAGE 3 2.1 Developing skills in physical activity Pupils should be able to: a. refine and adapt skills into techniques b. develop the range of skills they use c. develop the precision, control and fluency of their skills.

2.2 Making and applying decisions Pupils should be able to: a. select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challenge-type contexts b. refine and adapt ideas and plans in response to changing circumstances c. plan and implement what needs practising to be more effective in performance d. recognise hazards and make decisions about how to control any risks to themselves and others.

2.3 Developing physical and mental capacity Pupils should be able to: a. develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities b. develop their mental determination to succeed.

2.4 Evaluating and improving Pupils should be able to: a. analyse performances, identifying strengths and weaknesses b. make decisions about what to do to improve their performance and the performance of others c. act on these decisions in future performances d. be clear about what they want to achieve in their own work and what they have actually achieved.

2.5 Making informed choices about healthy, active lifestyles Pupils should be able to: a. identify the types of activity they are best suited to b. identify the types of role they would like to take on c. make choices about their involvement in healthy physical activity.

KEY CONCEPTS IN KEY STAGE 4

1.1 Competence a.

Developing control of whole-body skills and fine manipulation skills. b.

Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity. c.

Responding with body and mind to the demands of an activity. d.

Adapting to a widening range of familiar and unfamiliar contexts.

1.2 Performance a.

Understanding how the components of competence combine and applying them to produce effective outcomes. b.

Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve. c.

Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams. d.

Understanding the nature of success in different types of activity.

1.3 Creativity a.

Using imaginative ways to express and communicate ideas, solve problems and

overcome challenges.

Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.

1.4 Healthy, active lifestyles a.

Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. b.

Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing. b.

KEY PROCESSES IN KEY STAGE 4 2.1 Developing skills in physical activity Students should be able to: a. improve the range, difficulty and quality of their skills and techniques b. develop the consistency with which they use and perform skills with precision, control and fluency.

2.2 Making and applying decisions Students should be able to: a. select and use tactics, strategies and compositional ideas imaginatively in complex and demanding creative, competitive and challenge-type contexts b. design original and effective plans that improve their own and others’ performance c. respond effectively and imaginatively to changing circumstances as they arise during a performance. d. organise and manage the environment they are working in to ensure the health, safety and wellbeing of themselves and others.

2.3 Developing physical and mental capacity Students should be able to: a. analyse how mental and physical capacity affects performance b. maintain and develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities and active lifestyles c. prepare mentally for successful involvement in physical activity, performance and engagement in healthy, active lifestyles.

2.4 Evaluating and improving Students should be able to: a. critically evaluate, analyse and judge the quality and effectiveness of performances b. make informed decisions about how to improve the quality and effectiveness of their own and others’ performances c. develop and implement imaginative action plans to improve the quality and effectiveness of performances d. design original and effective plans that improve the quality of their own and others’ involvement in healthy, active lifestyles.

2.5 Making informed choices about healthy, active lifestyles Students should be able to: a. identify the types of physical activity available to them and the roles they would like to take on b. link physical activity with diet, work and rest for personal health and wellbeing c. make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs.

School Workshop Programme All of the following workshops use the Education Pack as a reference tool. This is meant as a guide and we are happy to discuss tailoring the package to suit your student’s needs.

WORKSHOP 1 Length: 1.5 hours Content: Short Warm up class, Repertoire, & Creative Tasks.

Structure: Warm Up class, learn repertoire phrases. Creative tasks exploring ‘Falling’.

Price: Contact yolanda@shapercaper.com WORKSHOP 2 Length: Up to 4 hours over half a day (i.e. - 10-12 & 1-3pm) Content: Warm up class, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, short discussion on theme.

Structure: Warm Up class exploring travelling, learn repertoire phrases, Creative approaches to ‘Falling’ and other issues explored in the dance piece. Initial exploration on using text in dance: what is dance theatre? Group discussion. These tasks aim to build personal confidence, social skills, stronger relationships and respect for others.

Price: Contact yolanda@shapercaper.com WORKSHOP 3 Length: Full Day, with the possibility to share the work with other pupils at the end of the day.

Content: Warm up class exploring movement and travelling phrases, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, in- depth discussion on central and peripheral themes. Text work: exploring the physical resonances of words, altering them to pursue emotional states, etc. Using visuals to help create and convey meaning (a projector would be needed). On-going group discussions. Defining the structure for the informal presentation to be given to the audience at the end of the day. These tasks aim to build personal confidence, social skills, stronger relationships and respect for others.

Price: Contact yolanda@shapercaper.com

WORKSHOP CONTENT & STRUCTURE Vocational/FE/HE Programme All of the following workshops use the Education Pack as a reference tool. This is meant as a guide and we are happy to discuss tailoring the package to suit your student’s needs.

WORKSHOP 1 Length: 1.5 hours Content: Short Warm up class, Repertoire, Structured Improvisation on a task & Creative Tasks.

Structure: Warm Up, Class exploring centering & release techniques. Learning repertoire phrases. Creative approaches to ‘Falling’.

Price: Contact yolanda@shapercaper.com WORKSHOP 2 Length: Up to 4 hours over half a day (i.e. - 10-12 & 1-3pm) Content: Class, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, short discussion on theme.

Structure: Warm Up, Class exploring centering & release techniques. Learning repertoire phrases. Creative approaches to ‘Falling’ and other issues explored in the dance piece. Initial exploration on using text in dance: what is dance theatre? Group discussion.

Price: Contact yolanda@shapercaper.com WORKSHOP 3 Length: Full Day, with the possibility to share the work with other pupils at the end of the day.

Content: Technique Class, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, in-depth discussion on central and peripheral themes. Text work: exploring the physical resonances of words, altering them to pursue emotional states, etc. Using visuals to help create and convey meaning (a projector would be needed). Ongoing group discussions. Defining the structure for the informal presentation to be given to the audience at the end of the day.

Price: Contact yolanda@shapercaper.com

Workshop Requirements for all workshops 1. A clear, well lit, warm space with a suitable floor for dance (not carpeted or concrete), preferably a sprung or semi-sprung floor.

2. Good quality sound system with an aux in/line-in jack and cable. We will play music directly from the headphone socket on a laptop.

3. Participants should be dressed appropriately for dance – no skirts or jewellery. Participants should wear loose, comfortable clothing.

4. Shaper/Caper requires information in advance of the workshop to include: a. Names and addresses of all the workshop venues b. Contact name and telephone number for each workshop c. The number of participants (max of 30) d. The age ranges e. The ability ranges and brief description of dance experience f. Any behavioural issues g. Any relevant medical conditions h. The times of the workshops (to include break times if appropriate)