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Music Dance and Drama
What is about music dance and drama?
The New Green Foundation Uganda since its inception has impacted lives of many under privileged young people living in Buikwe district. This was achieved by providing them with platforms to show case their talents and social amenities. Through our initiatives, we have impacted the lives of young people using performance training, platforms for expression and mentoring. Some of these young creative’s have gone on to make a career using their discovered talents.
However we recognized a gap in our model which is the need for life skills training as quite a number of them have experienced challenges transitioning from talent development to enterprise.
THE NEW GREEN FOUNDATION UGANDA with its capacity building initiatives, aimed at addressing these challenges by grooming performance inclined from low-income backgrounds on basic concepts that will help them convert their talent to income.
Our goal going toward is to impact the lives of young people, engaging them In exclusive workshops on industry related topics and a field trip
Our proposal request is to obtain the music instruments (MACHINES), training facilities, dancing costumes, band and logistics necessary for the project to be implemented
Finally TNGFU is a social enterprise that uses performing arts as a tool to facilitate opportunities for youth employment and engagement. It caters to young youth from low-income background that is passionate about any for of performance art
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ISSUE
The national youth policy in Uganda defines “YOUTH” as a young people from 18-35 years; we believe that young people start showing promises much earlier. In Uganda 70% of the total population are youth who indeed live I extreme poverty due to high rate of unemployment. Currently Uganda is almost 45 million people however many youth migrate from rural to the urban areas for example in JINJA, KAMPALA to look for jobs. Surprising end up unemployed.
Youths get restless all too easily and if left to their own devices in ungoverned are at odd times, which bread escalating cases of indiscipline, abuse and crime rates. TNGFU, through music dance and drama is all about preparing the under privileged youth to navigate the existing opportunities and creating new opportunities for them. If these young people are not given an opportunity to improve their talents, they will be more likely to engage in unruly behavior and remain in poverty line. Therefore as an organization we aim to help alleviate poverty through youth engagement using performing arts as a tool.
Our focus is on less privileged youths from 15-30years, with our initiatives, young people discovers that they don’t have to be marginalized and they can still make something worthwhile of themselves despite their lack of influential connections and limited education.
Through the project, the organization has secured a viable movement of youth people who through the discovery of self those performing Arts offers are earning a living and secure in themselves. They would also embody the right values, which will In turn have a ripple effect on their communities, thereby fostering geometric growth of value driven youth ambassadors/ leaders I their areas.
CURRICULUM.
The project was designed as a preparation of gifted young peoplewho come from a challenged socia-economical background. We believe in the cultivation of imaginative and creative work and the development of critical-thinking skills that young people need to start their personal journey of self-discovery, learning curiosity and community engagement.
These skills, acquired during the course of the training are transferrable. The purpose of these sessons is aimed towards the following goals;
- To hone the raw talent of the gifted young people
- To encourage their critical thinking
- To encourage their behavioral change
We appreciate the obvious challenge of trying to condense the experience gathered over years into few classes. This curriculum therefore specifies the major objectives to be covered by the facilitators in their sessions. Each session should include a warm-up discussion and exercise. These are key practices which can be completed in class or at home.
The curriculum is divided into six main areas in the performing arts and will be addressed at the organization namelly.
- MOVEMENT AND DANCE
- DRAMA
- WRITING
- MUSIC
- VISUAL ARTS
- THE COMMUNITY CAST/THEATRE FOR CHANGE
Communication exercise will also be included at different points as siren sessions to help the students with diction, poise and confidence. These sessions will not give students much time to prepare so that naturally organic responses will be employed.
MOVEMENT AND DANCE
At the end of the project pupil will demostrate their understanding of the fundamentals of dance composition. This will be assessed by students composing original pieces after the following objectives have been met.
PART A: BEING
- FREE-STYLE: students will learn about techniques and free styling
- COMPOSING: students will integrate focus, expression and unity into their performances and they should be able to identify it in the works of others.
- DELIMITATING SPACE: students will learn how to achieve physical placement and positioning of self in space when coordinating with a group as well as defining the floor patterns in which they will move.
- PARTNERING AND INVERSIONS: students will learn about the elements of partnering and inversions.counter-weight, focus, safety precautions, core-strength, trust, and letting-go. Also about what is important to remember when working with a partner.
- DISSOCIATION AND RHYTHM: students will learn about synchronicity and what effect it can have on an audience.
PART B: SPEAKING
- TEXTS AND STORIES: students will learn interpretive dance, that is to interpret text andstory with movement.
- LOOSENING UP BREATHING: students will connect their own movements and breathing patterns to their sensations eg (laughing, whispering,screaming).
- INTERPRETATION AND CREATIVITY:students will understand a dancer’s personal expression and the meaning of “personal interpretation” of a dance set. This should pose the question “what would it be like if we moved in exactly the same why?”
- QUALITIES OF MOVEMENT: students will perform, identify, and articulate various qualities of the natural movements that occur around them.This will be done via the active study of Animal modeling and movements of the inanimate enacting and vocalization(eg leaky faucet,chair and typewriter)
- REHEARSING: Rehearse the composition piece. That is to go over synchronicity in group movements, fluidity of entries and exits, personal interpretation of phrases and projection.
DRAMA
PART A: BEING
- What’s all this Drama?: students will have brainstorming sessions on the various reasons for drama, discover what dynamics make a story dramatic, why some etails are memorable and others forgettable.
- Focus, Concentration and Energy: students will learn the importance of actors having focus and developing concentration when mustering the energy for a performance.
- Setting and Environment: students will demostrate their understanding of the possible variables in setting and performs actions within specific settings and environments. They will explore how diferent settings affect performing and moods.
- Action and Motivation: students will identify and invent motivations for actions. They will also demostrate their understanding of the concept of motivation.students will performs clear actions on stage and identify the differences between action and inaction onstage.
- Character: students will invent and perform characters. students will brainstorm and identify how physical characteristics affect personality, movement and body language. They will also learn how the scene or environment is communicated through the performer.
PART B:SPEAKING
- Conflict and Tension: students will identify and create recipes for conflict,perform scenes with high tension and very stakes.
- Pursuing Psychological Objectives: students will invent and pursue psychological objectives(to tease, to taunt, to embarras, to forgive etc) using psysicality and vocal changes to achieve different psychological objectives.
- Status: students will demostrate their understanding of “high”vs”low”status characteristics, identify and describing power relationships in scenes.The students will also learn what makes a character have high or low status, what makes people have power in scenes, how physically as well as the way a character sits or moves or behaves, reveals his or her status.
- Dialogue:students will understand how to improvise and write effective dialogues that propel scenes forward.
- Monologue: students will demostrate understanding of monologues and what monologues rveals about your character?Read and discuss a monologue. “Meeting by the River” by Bruce Springsteen is effective material.
WRITING
These sessions cover how students can use what is around them to inform their written works. It covers topics that are relevant to song writing,poetry and script-writing.
***Many students are below their grade literacy level; there could be a lot hestitation and fear around the art of writing. Part of the facilitator’s job will be to break that fear.
PART A:BEING
- This is why I write: students will demostrate and use observation and attention to detail in their written expressions.
- Just the place: students will demostrate understanding of how details create a setting and how to read the world via sensual descriptions.
- It’s all about characters: students will create detailed characters and will distinguish the various elements that make up unique and interesting voices for their characters.
- Listen to the sounds: students will identify the use of sound in stories and will create their own stories in which sound(of the words) is the most notaceable element in affecting the mood and meaning.
- Rhythm: students will identify various uses of rhythm in poems and raps, the difference between a poem and a rap and why some poems have a clear rhythm and others don’t.
- Do you see what I see(perspective): students will demostrate understanding of difference points of view in poems and stories. They will learn to dress, walk and speak in a manner completely opposite to what they are accustomed to.
PART B: BEING
- The Trees applauded The use of Metaphors: students will recognize the power of metaphor demostrate understanding of the uses of metaphor and why poets use them.
- Contradictions: students will identify the use of contradictions in a poem or a story and will create sentences or verses of such.
- It’s all about Me/Ego: students will use hyperbole in a constructive and affirming way and not just to brag.
- It’s Not Fair!: students will identify and create rants based on what they perceive as unfair situations.
- The Day the Earth shook(The Dramatic Event): students will construct a “complete dramatic event” in their poem through the metaphor of an earthquake. It could be based on their past experiences so they can identify the elements of a dramatic event.
- Structures: students will learn to identify and create different structures for their poems.
VISUAL ARTS.
This class aims to help the participants make connections between the imaginative life and the real world. To organize and express ideas, feelings and experiences in visual, tangible form. They will learn about creative and aesthetic experiences through exploration,investigation,experimentation,invention,design and producing over a range of media. Their creative achievements will contribute to a sense of personal identify and self-esteem and help to create cultural awareness and empathy.
PART A: BEING
- Made for You: students will experiment in spontaneous, imaginative and increasingly structured ways with a range of materials including themeselves to produce art(eg using tissue to create a dress)
- Though the lens: students will identify a variety of visual arts media and describe some of the creative processes involved.
- Artistic value: students will explore atmoshere,content,purpose,value and impact of their work
- Recognize Me?:students will learn to develop the skills and techniques neccessary for expressive inventiveness and individuality.
- Move Me: students will aim to understand their response to objects,focusing on their visual attributes.
PART B: SPEAKING
- I See Your True Colours: students will explore speaking with colours and tone
- What a wonderful World: students will learn to express ideas,feelings and experiences around them in visual form and with imagination,enjoyment and a sense of fullfilment.
- Say Something: students will share the ideas,feelings,and stories communicated by their own and others’ objects and images.
- My space: students will explore and begin to develop sensitivity to qualities of line, shape, pattern and spatial organization
MUSIC
Students will be encouraged to listen with attention to sounds in the environment and gradually to become aware of how sound is arranged in music.Musical performance is made of a balance of singing and instrumental playing, so ways of using sound are explored in composing both with the voice and with musical instruments.
PART A: BEING
- That’s Music to My Ears:students will share their ideas about music and the various purposes and functions of music in their lives and in their communities.
- Sound of music: students will explore how sound is made,as they listen and respond to the elements of music,beats rhythm pitch tempo,dynamics,and tone colour.
- Deuts and Symphonies: students will learn to share music making with others.
- Not One Voice: students will learn to create their own vocal identity with their voices or instruments.
- Musical Structures/genres: students will demostrate ability to recognize and create music in various genres using defined structures.
PART B: SPEAKING
- Put it in a song: students will explore and express sounds and musical ideas, drawing on personal experience,listening,and Imagination
- Because I’m Happy: students will explore ways to represent sound and musical ideas to alter moods and spurs one to action.
- Catching My Breath: students will be engaged in breathing and voice exercises.
THE COMMUNITY CAST
These sessions address impulsive creativity within their community and how performing artists contribute their art in solving community problems. They will learn to work together using their art as a community cast to be able to analyse and proffer solutions to problems and/or create work togther. They will acknowledge each other’s feeling as well as their own. The learning objectives for the students at the end of these sessions are as follows:
PART A: BEING
- The Way We Live Now: students will learn to identify issues in their community
- What we want: student will define their present states and their desired ststes
- Don’t Run With Scissors: students will discuss the people they associate with
- Dangerous Minds: students will discuss what they expose their minds to through their daily practice.
PART B: SPEAKING
- 1. Speak Up: students will engage in creative problem solving using their art to address community issues
- So this is the plan?: students will learn about arranging their ideas in plans, identifying available resources, implementation and follow-up.
- Waiting: students will discuss persitence i addressing issues and learn from setbacks.
- I Value…..:students will consider their value in relation to career success and Nation Building
COMMUNICATION
This is a session of exercises on comunicating confidently at different events,platforms and for an audience. These exercises will address:
- How We communicate
- Addressing language Barriers
- Speak like a relevant personality/addressing your audience/Taking Interviews (mock TV interview)
- The power of pitch
- The Truth about Tone
- Interpreting Gestures(charades)
- Understanding Active listening
- Open and closed questions
- Networking Tips
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