Spread over the entire academic year, our curriculum is divided into three units of inquiry with specific unit goals.
Unit 1: Foundation course This forms the building block for the subsequent units and covers the following topics –
Body: Body awareness, body part isolations, co-ordination, multitasking, body shapes, symmetrical and asymmetrical shapes
Space: Personal and general space, levels, spatial pulls, directions, pathways, range, focus
Rhythm: Beats, patterns, accents, tempo
Expression: Full body expression, facial expression, gestures, postures, navarasas
Unit 2: Journey
This unit focuses on quality of movement. It addresses both conceptual and movement understanding of ideas like tight-loose, heavy-light, sharp-smooth, big-small. This unit also explores the contrast between different effort factors/energy elements for an enhanced understanding of how the body moves in space and the intention of the movement as well. Here children are also exposed to different methods of choreographing and presenting movements.
Unit 3: Relationship
This unit is built around physical theatre and develops communication, body language and expression skills. The activities include role playing, enactment and embodiment of different characters and understanding different social settings.
Each class is divided into:
GET SET : Includes warm up through learning different techniques of dance. Some of the techniques taught are Kalaripayattu, Japenese Fan dance, Yakshagana and so on.
ACT : Is the section of guided theme introduction with a focus on learning new information.
INNOVATE : Creative process focussing on integrating and exploring the new theme.
TIE-UP : Includes presentation and feedback sharing. Children present their creations in front of their peers and receive critical feedback. This in turn enhances their observation and critical thinking skills.
Built into the curriculum are summative and formative assessments for each grade. Based on expected learning outcomes, the progress of every child is carefully assessed and mapped. This results in parent reports based around the parameters of technique, creative thinking in movement, emotional expression,, movement skills etc. Every year, two rounds of assessments are done which result in the generation of two parent reports. These can be conveniently accessed via our website.
Creative thinking: Children are encouraged to experiment and challenge themselves in different thematic contexts. Using the strategy of guided discovery, our trainers create a positive and open environment where the students think out of the box. Using brainstorming and body storming, children develop problem solving and innovative thinking skills.
Social skills: Activities allow children to work in pairs, small groups and large groups which enhance their social interaction skills. They do movement activities that focus on leadership, teamwork and sharing. Lessons also make use of teaching strategies such as think-pair-share, jigsaw, group discussion, etc.
Confidence: The programme is structured such that children make a small presentation at the end of every GAIT class which helps them overcome shyness and inhibition. In each class children are encouraged to share new ideas and thoughts which are accepted without judgements. With suchcontinuous positive experiences their confidence and self-belief increases.
Critical thinking: In the presentation and feedback sharing sections children are taught to attend, allow, applaud and appreciate each other's performances. They give constructive peer feedback which enhances self-awareness and receptivity to positive and negative feedback.