Getting Ready & Calming Activities

Should prepare the pupils mind and body for the planned content of the lesson:

• Physically prepare them for action
• Create the appropriate atmosphere
• Spatially orientate the pupils in the dance area
• Establish teacher/pupil and pupil/pupil working relationships.

(1) EYE CONTACT

Travel around the space -

(i) no eye contact.
(ii) eye contact and break it.
(iii) eye contact and keep it.

Partner work

(i) maintain eye contact.
(ii) in a closed space maintain eye contact and change levels and leaders.

'REACT' don't 'act' !!

Possible Developments:
1. Watch partner work and create a narrative to match mood, movement etc.
2. Add five basic movement actions.
3. Demand changes of dynamics - speed, quality, space.

(2) SPACE / TRAVEL

(i) Travel around the space e.g. walking
jogging.
(ii) Dodging a partner - 'fight' for that space.
(iii) Add 'explode' into another space.

Possible Developments:
1. Vary speeds and levels.
2. Swap leaders - possibly without verbal communication.

(3) BRAIN GAME

(i) Stand opposite partner - count to 4 but alternating
(ii) Substitute '1' for run around partner (travel).
(iii) Substitute '4' for a jump.
(iv) Substitute '2' for a gesture.
(v) Substitute '3' for a turn.

Possible Developments:
1. Add stillness for '5' so cycle begins with the other person!
2. Add another 4 counts with different movement actions.
3. Teach sequence to whole class or another pair/group etc.
4. Learn as a group of 4

(4) SHAPE

(i) Explore still shapes - difference size and levels.
(ii) Create unusual shapes with whole body or body parts to reflect board sketches e.g.
(iii) Create an ongoing whole class line painting. Each pupil uses contact to add onto previous shape in line.

Possible Developments:
1. Experiment having the line travel or breaking out of the line and returning to it.
2. Try other small group or whole class shapes without verbal communication.
3. Add/create a movement phrase to move from one shape to the next e.g. turn, roll, run.

(5) DYNAMICS

(i) Running across space and stopping.
(ii) Running across space, stopping and 'melting' or 'folding' to floor.
or
(iii) Try falling into a lunge as the 'wall' gives way!
(iv) Add roll and repeat sequence.

Possible Developments:
1. Use canon with pupils starting one after the other.
2. Develop pair work where one jumps over the partner rolling!
3. Try reversing the action.

(6) COMBINATION

Create a general body conditioning combination which incorporates all five of the basic actions in dance i.e. gesture
travel
stillness
jumps
turns

Create a combination of exercises which draws on aspects of space, dynamics, relationships and actions to develop within the main body of the lesson.

Possible Developments
1. Teacher/pupil can add movements on lesson by lesson (accumulation).
2. Could pupils create exercises for themselves within this framework?