Dance Elements by tyndale


									     Distance Dance Project                 Activity 1: Pairs and Prepositions

Years 2-3
Level 1

Key Competencies
The students will develop their dance skills through opportunities to explore, experiment,
problem solve and reflect. They will make decisions about what, how, when and where to
move, and will be encouraged work cooperatively with others. They will exercise
imagination, and make links to other learning areas.

Using Language, Symbols and Texts
The students will use dance vocabulary and prepositions as texts to communicate through
They will use selected body parts to spell words and to demonstrate their meaning, and will
use a dice and a key as guides for movement based on dance vocabulary.

Relating to Others
The students will interact with others as a class group and will work in pairs to create short
dance sequences. They will share ideas, listen to different points of view and negotiate.
Students will respond to instructions with movement, and will reflect on their own and
others dance performances.

Key Words
Level; body base; prepositions: on, over, around, through, behind

Dancing The Key Competencies
Key dance vocabulary – level, body base
Key words displayed on the wall
Dice Game key on wall for reference during the game (page 4)
Floor markers – one per student
Prepositions poster: on, over, around, through and behind (page 5)

Learning Goals
The students will be able to:
1. Make still shapes on high, medium and low levels
2. Make still shapes using different body bases
3. Use the words on, over, around, through and behind to make a dance
4. Recognise the use of levels and body bases in a dance

Teaching and Learning Sequence

1. Introduction to dance vocabulary
   The Enormous Whiteboard
   Organize the class in a line (or two lines) down the left side of the dance space
   The students ‘write’ a selected word using enormous letters on an invisible whiteboard
   as they move sideways across the space. (Air Pathways)
    Use different body parts for each letter – hand, right foot, nose, left ear, shoulder,
       heel, hip
    Use two body parts at the same time to write the letters – one hand and opposite
       foot, one elbow and one knee.
    Change levels after each letter.
   Spell the words level and body base.

2. Dice Game – locomotor movement and still shapes
   Music: Beepy Boppy
   The teacher plays some lively music and the students move around the room in a
   manner chosen by the teacher or the students, but without touching anyone and by
   moving into spaces as they see them. The music stops at an appropriate time (15-20
   seconds) and the students ‘freeze’.
   The teacher rolls the dice and, as individuals, the students create still shapes as directed
   by the roll of the dice and the teacher:
   1 = levels: high, medium or low
   2 = body shape: twisted, straight, curled or angular
   3 = body base: feet and hands, bottoms and feet, hips and shoulders, one foot and two
   hands etc
   4 = balance: hold the balance for 8 counts, tummy button over your toes, choose where
   to place non-supporting leg and arms
   5 = near: very close, a short distance apart or connected
   6 = beside: shoulder-to-shoulder
        2 or more groups with one dice each, to create a range of still shapes
        Travel individually, but when the dice is rolled, work in pre-organised pairs or
           trios to make shapes together (such as a still shape on three different levels)

Julie Cadzow Dance Educator
3. On, over, around, through and behind
   Isolating body parts; awareness of dance vocabulary and prepositions: on, over,
   around, through and behind
   Each student is given a floor marker and is paired with a partner. The pairs place their
   floor markers beside each other, about ½-1 m apart.
   The teacher leads the students through exploration of the words on, over, around and
   through. Instructions might include:
    Heels on one marker
    Feet on both markers
    Legs over one marker
    Make a fancy still shape on the markers
    Skip, jump, hop or slide around both markers
    March, gallop, crawl or tip toe through the markers
    Place your right hand/left big toe/elbow on the marker
    Hop on and off the marker
    Crawl, stamp, tip toe, wobble, slither, wriggle around the marker
    Lean over the marker and balance
    Make a low level shape beside the marker
    Make a high level shape behind the marker

    The pairs from the above activity create a short sequence of movement using the 2 floor
    markers, and the words ‘on’, ‘over’, ‘around’, ‘through’ and ‘behind’.

4. Performance and reflection
   The students perform their sequence for their classmates to the music played for the
   dice game activity.
   The audience uses the oral responses cards to reflect on what they saw: body bases used
   and levels used.

Julie Cadzow Dance Educator
                1                 2
              Level           Body shape
              High              Twisted
             Medium             Curved
              Low               Angular

          3                       4
      Body base                Balance
     The body parts           Tummy button
      on the floor              over toes

                5                 6
               Near             Beside
     Close together            Shoulder to

Julie Cadzow Dance Educator
Julie Cadzow Dance Educator
Learning Goals     Pairs and Prepositions
The students will be able to:

1. Make still shapes on high, medium and low levels

2. Make still shapes using different body bases

3. Use the words on, over, around, through and behind to make
  a dance

4. Recognise different levels and body bases in a dance

Julie Cadzow Dance Educator

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