Our Languages Regional Training Event for Community Languages

Our Languages Regional Training Event for Community Languages Teachers Wed 24 th June 2009 A cross-curricular language and dance project: from planning to implementation Siva Pillai, Tamil Academy of Language and Arts Kristhuraja Nithiya, Tamil Academy of Language and Arts Navaraj Muthusamy , Tamil Academy of Language and Arts Jim Anderson, Goldsmiths, University of London

gujehl; oak; Bharatha Natyam – what is it?

Background • Partnership between Tamil Academy of Language and Arts (TALA) and Downderry Primary School • Tamil language lessons taught by Nithiya and South Indian Dance lessons taught by Navaraj • Our Languages and the idea of a cross-curricular project

Message from Tracey Lewis, Headteacher at Downderry Primary School

Why a cross-curricular approach? • Richer context, more meaningful and engaging, deeper learning • Valuable for all for learners but especially for those who have a background in the language / culture • Encouraged in national policy on Languages teaching (Primary Languages / New Secondary Curriculum) • Benefits for professional development of teachers.

What do dance and language learning have in common? • Both are about communication and personal expression (verbal, visual, musical, kinaesthetic) • Both are concerned with culture • Both involve story telling

Guessing game Guess what is being communicated in these movements, gestures and facial expressions from Bharatha Natyam? Prayer tzf; fk; (Mugabavam) kfp. H; r; rp Joyful nfhgk; Angry Mr; rupak; Surprised Kfghtk; Kj; jpiufs; (Mutras) jhkiu khd; ghk; g[ Lotus Deer Snake

What outcomes were identified for the 10 week unit of work? • Multimedia presentation and dance performance • Project folders on Bharatha Natyam with awards for best.

How can a dance focus be incorporated into language lessons? (a) Understanding key dance vocabulary and instructions used by the dance teacher (VISUALS and STRUCTURED ORAL PRACTICE + GAMES (e. g. ‘Kim’s game’, ‘Simon says’*) tzf; fk; Prayer rkk; Samam mlt[ Adavu Kj; jpiufs; Mutras tzf; fk; Karnas jp. U=; o ngjh Drishti Betha Kfghtk; Mugabavam * For guidance on activities for interactive teaching ref. Curriculum Guides (CILT)

How can a dance focus be incorporated into language lessons? (b) Matching words to pictures (Drag and Drop on the IWB)

How can a dance focus be incorporated into language lessons? (c) Whole class and group work activities with mini-pics Activity: What different mini-pic activities can you think of?

How can a dance focus be incorporated into language lessons? (d) Mini-whiteboard activities to practise writing words

Mini-whiteboard activities miukz: o 1. Write the word for: 2. Odd one out Kj; Jkhiy jg[yh njh. L t. Piz fhg; g[ taypd; rkk;

How can a dance focus be incorporated into language lessons? (e) Working on the meaning of the song stories • Teacher introduces/revises key words • Teacher reads aloud, section by section checking understanding. Pupils follow with finger on text • Teacher asks individual pupils to read aloud

How can a dance focus be incorporated into language lessons? • Teacher sings the song introducing gestures and expressions (mutras, mugabavam). Pupils follow.

Pupils working on the deer song in language lesson

How can a dance focus be incorporated into language lessons? (Song story) • Teacher sets collaborative group work activities (text marking, sequencing, gapfill) to develop familiarity with text and to then use it as springboard for pupils to express opinions about the stories and to develop their own creative work in project folders Ref. Curriculum Guides (CILT)

How can a dance focus be incorporated into language lessons? (f) Exploring cultural background. Brainstorm followed by personal research with support from parents. (‘Dancing Shiva’ statue, costumes, jewellery, make-up, music)

How can a dance focus be incorporated into language lessons? • Referring to posters and other images teacher brainstorms with pupils what they know already

How can a dance focus be incorporated into language lessons? • With support of scaffolding activities (sentence stems, gapfills, writing frames) pupils work in groups to develop knowledge

How can a dance focus be incorporated into language lessons? • Teacher sets homework for each group to research their particular area and feedback to class. • Pupils select material to go into multimedia presentation

How can a language focus be incorporated into dance lessons? • Instructions in Tamil supported by demonstration and reference to posters illustrating key words

How can a language focus be incorporated into dance lessons? • Meaning of song stories expressed in dance (Pupils have deeper understanding due to work in Tamil language lessons) • Questions and discussion in Tamil/English around dance performance and interpretation (including cultural meanings)

Downderry dance practice Elements within the dance practice shown on clip 1. 2. tzf; fk; epiyfs; Prayer 3. 4. mlt[ Kj; jpiufs; Adavus (Steps) 5. Kfghtk; Mugabavam (Facial expressions) 6. flt[s; Jjp Dancing to song Positions Mutras (Hand movements)

Downderry dance practice

TALA dance practice Elements within the dance practice shown on clip 1. 2. 3. 4. 5. 6. 7. 8. tzf; fk; mlt[ fu; zk; jp. U=; ongjh Kj; jpiufs; Kfghtk; flt[s; Jjp Prayer Adavus (Steps) Karnas (Poses) Drishti Bheda (Eye movements) Mutras (Hand movements) Mugabavam (Facial expressions) Dancing to song

TALA dance practice

What has emerged from planning and implementing this unit of work? • The cross-curricular focus gives a real purpose to learning and enriches work in both subject areas • Pupils more motivated and engaged • Confidence stimulates creativity and greater independence

What has emerged from planning and implementing this unit of work? • Involvement of parents very valuable • Collaboration energises teachers and supports professional development

What has emerged from planning and implementing this unit of work? BUT …. . • Careful planning is essential to ‘scaffold’ learning pathways (no pain, no gain) • Resourcing implications (posters, mini-pics, ICT resources, song stories, worksheets, dictionaries) • Support of Headteacher is vital

Tracey Lewis, Headteacher at Downderry Primary School highlights the benefits of partnerships between mainstream and complementary schools

Another taste of Bharatha Natyam Navaraj Muthusamy performs

To contact us TALA Siva Pillai siva@gold. ac. uk 07951 476 706 Kristhuraja Nithiya wiveesh@hotmail. com Navaraj Muthusamy mnavarraj@gmail. com Jim Anderson j. anderson@gold. ac. uk