Last semester, I concluded the blog posts with some insights about what ideas could work for beginners and advanced students. Following up on that, I created my 3 prototypes.
- Hanger silk
Some aerial knots are easier to explain time and time again when the teacher doesn’t have to continually do them in the air. In my class observations, I’ve noticed that teachers often mimic the movement of legs or feet with their hands, like so:
Own video.
In order to improve this communication, I designed a prototype using 2 simple materials I already had at home: a hanger and a scarf.
Own image.
Own video.
With this, I would be able to more clearly explain base knots, by using the smaller silk with my hands. The following is an explanatory video showing how this would work, specifically for demonstrating the difference between a basic footlock and a dancer’s footlock.
Own video.
- Neon sleeves
One of my findings of the past semester’s interviews was that a lot of people weren’t able to very clearly differentiate their right from their left. To solve this problem, I created a prototype using scissors and a 5€ thrifted sport jacket (since all of my old sports clothes are in Mexico, and I didn’t want to cut up one of my newer garments).
Own image.
Own video.
With the sleeves, I would be able to quickly and efficiently demonstrate the core idea that needs to be communicated with figures. This is because, while it is possible to explain figures with left and right, what is actually important in aerial silks figures is if you’re using the same leg and arm or the opposing leg and arm. The following is a use suggestion in order to be able to differentiate sleeved side and normal side.
Own image.
- Little guy
Last semester I also talked about having a 3D model of a person as a potential aid in teaching complex figures. A possible solution for a 3D model prototype is using a ready-made doll; however, the options available in thrift stores don’t satisfy the need that they should be articulated and able to bend both arms and legs; plus, new options would be too expensive. As such, I decided to prototype this using wood sticks, UHU Patafix, and some ribbon, all of which I already had in my house.
Own image.
Own video.
Using this model, it’s possible to convey the physical movements needed for a specific figure, without needing to expense so much physical energy. Plus, students are able to see the same knot in different spatial perspective variations, improving their knowledge of the theory behind the knots and making observational learning in the future easier. An added advantage is that it’s easier to convey what effect that small bodily position changes will have on the outcome of a figure, especially as it pertains to safety. In the following example, I demonstrate how bending towards your knees while doing a hip key is the safety lock you need in order to stay in place, while if you stay straight you will fall, just like the little guy.
Own video.
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Sources:
Own data.
