1. Jim Anderson, Goldsmiths, University of London
Our Languages Regional Training Event for Community Languages Teachers Wed 24th 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

2. gujehl;oak; Bharatha Natyam – what is it?

3. 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

4. Message from Tracey Lewis, Headteacher at Downderry Primary School

6. 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.

7. 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

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

9. 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.

10. How can a dance focus be incorporated into language lessons?
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
jpU=;o ngjh Drishti Betha
Kfghtk; Mugabavam
* For guidance on activities for interactive teaching ref. Curriculum Guides (CILT)

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

12. 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?

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

14. Mini-whiteboard activities
1. Write the word for:
miukz:o
2. Odd one out
Kj;Jkhiy jg[yh njhL fhg;g[
jg[yh tPiz taypd; rkk;

15. 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

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

17. Pupils working on the deer song in language lesson

18. How can a dance focus be incorporated into language lessons?
(Song story)
Teacher sets collaborative group work activities (text marking, sequencing, gap-fill) 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)

19. 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)

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

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

22. 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

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

24. 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)

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

26. Downderry dance practice

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

28. TALA dance practice

29. 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

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

31. 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

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

33. Another taste of Bharatha Natyam - Navaraj Muthusamy performs

34. To contact us Thank you Siva Pillai siva@gold.ac.uk 07951 476 706
TALA
Siva Pillai
Kristhuraja Nithiya
Navaraj Muthusamy
Jim Anderson
Thank you