Workshops for teachers

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I offer workshops for teachers (for all age groups), kindergarden teachers, music teachers, dance teachers,  social pedagogues, students in the field of music and dance pedagogy and all interested in  "body-conscious“ music/movement work. 

All workshops are based on the principles of Elemental Music and Dance Pedagogy, from where different topics emerge that can be adapted to various age groups.

The process emphasises individual experience leading to reflecting and working out possibilities of transfering the offered and developed material to personal use in the pedagogic field.

 

 

 

 

 

 

 

 

 

 

 

Singing, Playing, Dancing - the base

 

In this workshop we aim to experience the activities of singing, playing, dancing from a moved/moving body. Movement awareness with emphasis on breath and body articulation facilitates the experience of self percepition as the base of the artistic pedagogical process.

Being awakened and prepared, we "dive“ into a colourful pool of endless possibilities in the field of Elemental Music and Dance Pedagogy:

 

• Singing songs emerging of movement

• Experimenting with voice and movement 

• Creating free dances and song-accompaniment with Orff Instruments

• Circle dances and Circle songs

• Playing instruments out of movement - experiencing instruments as elongated organs of expression - improvising  - accompanying movement

• Discovering different topics (themes, stories, images, props, songs, dances ...) as a starting point to explore different possibilities of individual expression originated by body awareness

 

Building bridges between music and dance - working with images

 

In the work with music and dance we are investigating and searching for sources and impulses that stir our imagination, in order to enable the creative process.

In this workshop we open ourselves in multiple ways to the image of a bridge in order to experience connections in the field of music and dance.

Connecting to our „body homes“ by developing body awareness and sensing our rhythmic base, we build up a main-bridge to the outside world, where music and dance come alive.

Impulses from there - sound, gesture, word, colour, shape, image, material, partner, group - stir our imagination in the process of exploring, playing, improvising, composing and enable in this way a rich encounter of music and dance. 

Thus we aim to experience „building bridges“ as a discovery of the „common places“ of music and dance and realise, how much they enrich each other in the creative process. 

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Communication in Music and Dance Pedagogy - Making Connections  

 

This workshop aims to introduce ways of making connections in the wide field of Elemental Music- and Dance Pedagogy, starting from individual experiencing to reflecting and working out possibilities of transfer. „Wandering through the senses“ - emphasising auditive and tactile-kinesthetic perception - connects us to ourselves and allows us from a place of self-awareness to open up to the environment. Encounters with partner/group make us realise the effect we can exert in creative processes, but also make ourselves adaptive to impulses of others. Experiencing the „mirroring affect“ of social contacts deepens the connection to ourselves even more. The field of connections can be spread by topics becoming alive: Objects and materials, words of a poem, the line of a melody might inspire us like a partner, who is responding to our impulse and making a new idea emerge. Fields of action start to connect - the spoken word is sung, the song is danced, the dance is instrumentally accompanied. We drift easily from exploration and play to improvisation and composition and connect in this way artistic and pedagogical aims. Following this perspective Elemental Music and Dance Pedagogy offers a field of endless research in making connections.

 

2-4-6-8 - Music and Dance in the "School-Everyday“

 

This offer for primary school teachers introduces ideas to engage children‘s creativity in different subjects by integrating movement and sound. A bodily-kinesthetic access to contents of maths, language and science not only motivate the child, but also support patterning of the brain in order to deepen knowledge and understanding. Rooting in the theory of Multiple Intelligences by Howard Gardner, practical ideas include for example creative dance around mathematic operations

with numbers, singing songs related to science topics, creating rhythmic word families using percussion instruments etc.