1. 1 wYse Dance

2. 2 Teachers Note  Explain what the 5 actions of dance are  Decide a theme and show various Stimuli (i.e. poems, pictures, video clips, or do a flip chart thought shower on the THEME )  Have some music or percussion instrument ready to further assist

3. 3 Dance Action Chart ActionsAction Words Combine Actions to make a motif – look at different body parts SpaceDynamics/ Qualities Relationships TRAVEL Dart, scamper, tip, plod, stride, rush, zoom, zip, dash, prowl, crawl, skip, hop, zig-zag etc Travelling/turning Darting/spinning Travelling/jumping Scamper/leaping LEVELS High Medium Low DIRECTIONS Forwards Backwards Diagonally Sideways PATHWAYS On the floor In the air WEIGHT Strong Light Heavy SPEED Quick Slow Sudden Sustained RHYTHM Metric Non-metric FLOW Sustained Interrupted Alone Class with teacher (pr 1, 2) In twos (pr 2, 3) In threes (pr 3, 4) Small groups (pr 5, 6 and 7) Large groups (pr 7) Follow my leader Match/Mirroring Question and Answer phrases Working in canon TURN Swirl, twirl, wind, whirl, spin, whip, pivot, coil, pirouette etc Turning/jumping Whirl/explode Turning/gesture Wind/sink JUMP Leap, explode, fly, pounce, toss, shoot, pop, hop, bound etc Jumping/stillness Toss/freeze Jumping/travelling Bound/crawl GESTURE Twist, gather, flop, crumplet, stretch, surround, jab, slice, point etc Gesture/jumping Crumple/pop Gesture/stillness Slice/hold STILLNESS Pause, hold, rest, wait, die, linger, freeze, sleep etc Stillness/travelling Linger/tip Stillness/jumping wait/explode

4. 4 Teachers Note  Using the various stimuli and music/percussion get the pupils to experiment with each of the 5 actions of dance (encourage them to keep to the theme if possible)  Put the 5 action cards up around the gym with the action words and examples to allow pupils to get seek help if they need it.  Get pupils to Show and Share examples of the 5 different actions  Record new moves/names on the Class Notation Sheets  Join 1 or 2 examples of each of the 5 actions to make a MOTIF/ROUTINE  Now ask pupils to split into groups or on their own to make their own routine/motif

5. 5 TRAVEL (action words)  Dart  Scamper  Tip Toe  Plod  Stride  Rush  Zoom  Zip  Dash  Prowl  Crawl  Skip  Hop  Zig Zag  Creep etc

6. 6 TRAVEL ACTIONS  Skip  Side slip  Hop  Jump  Leap  Cross over run  Tip toe  Move backwards  Turning  Bottom slide  Big Step and Little Steps  Sliding or Gliding  Bear crawl  Crab walk  Centipede walk  Snake slide  Dolphin Wave  Crocodile creep  Bunny jump  Cat spring  Teddy bear roll  Horse Trot  Tumble weed  etc

7. 7 CLASS TRAVEL ACTIONS (notation sheet) 1. 2. 3. 4. 5. 6. 7. 8.

8. 8 TURN (action words)  Swirl  Twirl  Wind  Whirl  Spin  Coil  Pirouette  Whip  Pivot etc

9. 9 TURNING ACTIONS  Spinning Turn  Pirouette  Pivot turn  Bottom spin (street dance)  Shoulder spin (breakdancing)  Knee turn  Step Turn  Forward roll  Backwards roll  Egg roll  Log roll  Teddy Bear/Circle Roll  Side Roll from kneeling (james bond style  Dish Roll  Dive forward Roll  Walking Bridge  Skilled entrance to roll (e.g. stillness or leap into a Fwd roll)  Skilled Exit from Roll (e.g. backwards roll to straddle or jump)  Cartwheel  Hand Spring  Head Spring  Use another person to turn with or over or around

10. 10 CLASS TURNING ACTIONS (notation sheet) 1. 2. 3. 4. 5. 6. 7. 8.

11. 11 JUMP (action words)  Leap  Explode  Fly  Pounce  Pop  Hop  Bound  shoot

12. 12 JUMP ACTIONS  Star jump  Straight jump  Tuck jump  Pike  Straddle  ½ turn  ¾ turn  Full turn  Highland dancer/stag  One foot to one foot  HOP  One foot to other foot  LEAP  One foot to Two feet  STRIDE  Two foot to One foot  STRIDE  Two feet to Two feet  JUMP

13. 13 CLASS JUMPING ACTIONS (notation sheet)  1.  2.  3.  4.  5.  6.  7.  8.

14. 14 STILLNESS (action words)  Pause  Hold  Rest  Wait  Die  Linger  Freeze  Sleep  Lie, etc

15. 15 STILLNESS/BALANCE ACTIONS  Gymnastic Y position  X (upright or on side)  L (standing, sitting or lying)  K ( standing or lying )  Sealion  Butterfly  Stork/Tree  Swan  Frog  Crab  Spider  Woodchopper  V sit / V Legs  Dish (front or back)  Bridge  Front Support/Slide  Back Support/Slide  Side Support  Scale  Shoulder Stand  Headstand  Handstand

16. 16 STILLNESS (points of balance)  Body Parts STILLNESS 1 body part 2 body parts 3 body parts 4 body parts 5 body parts 6 body parts 7 body parts 8 body parts Hard To Easy

17. 17 CLASS STILLNESS ACTIONS (notation sheet)  1.  2.  3.  4.  5.  6.  7.  8.

18. 18 GESTURE (action words)  Twist  Gather  Flop  Crumple  Wave  Stretch  Surround  Jab  Slice  point 1. 2. 3. 4. 5. 6. 7. 8.

19. 19 GESTURE ACTIONS  Handshake  Waving  Punching  Kicking  Crying  Flying arms  Wave Motion  Mimicking a sports action  Wobbling like a jelly fish  Puzzled/confused  Angry arms  Playing the Wii  Falling down  Scared/Fearful Action  Etc etc etc……..

20. 20 CLASS GESTURE ACTIONS (notation sheet)  1.  2.  3.  4.  5.  6.  7.  8.

21. 21 Teachers Note  Now that pupils have established moves to accompany each action and possibly created a Themed CLASS MOTIF, get them to investigate ‘Body Parts’  Different body parts can be used to create even more moves e.g. turn on feet, turn on knees, turn on bottom, turn on 1 foot and 2 hands etc  This should help the class to feel confident filling in the Dance Action NOTATION SHEETS

22. 22 BODY PARTS used in movement  Head  Shoulders  Arms  Elbows  Wrists  Hands  Fingers  Torso  Hips  Legs  Knees  Ankles  Feet  Toes

23. 23 Class Motif (notation sheet)  1.  2.  3.  4.  5.  6.  7.  8.

24. 24 Teachers Note  Once pupils have created a class motif discuss Relationships of Dance with them.  Can they create a different motif or adapt the same motif using the different relationships identified (e.g. work in a small group, or on their own)  Can get them to do a lucky dip to decide how they will work (hand in the hat to pull out the relationship they will have)

25. 25 RELATIONSHIP of movement  Alone  Class with teacher leading  Class with pupil leading  In pairs  In threes  Small groups  Large groups  Follow my leader  Mirroring  Matching  Question and answer phrases  Working in cannon

26. 26 Teachers Note  Now discuss the SPACE of dance (Where in space can you perform). Using different levels, directions and pathways)  You can use the task cards created to help with this (pg 38 – 43)

27. 27 SPACE of movement Including; Levels, Directions and Pathways

28. 28 LEVELS of movement  High Medium  Low

29. 29 DIRECTIONS of movement  Forwards Backwards  Diagonally Sideways (right and left)  Up/Down

30. 30 PATHWAYS of movement On the floor In the air  Straight Curved  Zig Zag Circular

31. 31 Teachers Note  Now discuss the other Dynamics of dance (the how of speed, weight, rhythm and flow)  This should help create even more quality to the motif you have created.  You can use the Secret message cards to help with this (pg 44 – 52)

32. 32 DYNAMICS of movement To account for: Weight, Speed, Rhythm and Flow.

33. 33 WEIGHT of movement  Strong  Light  Heavy

34. 34 SPEED of movement  Quick  Slow  Sudden  Sustained

35. 35 RHYTHM of movement  Metric  Non-metric

36. 36 FLOW of movement  Sustained  Interrupted

37. 37 Task Cards  Give these work-cards to the pupils and ask them to make up a motif.  Get the performing pupil/s to read out their Task Card  Show and share the motif with rest of the class or another group  Observing pupils could give ‘x’ factor points for all the elements achieved  EACH CARD HAS A DEVELOPMENT QUALILTIY SUCH AS A CHANGE IN SPACE OR DYMNAMIC. Once children have achieved the first part they may add the development.

38. 38 Task Card A Can you make up a motif/phrase that includes:  1 gesture  2 stillness  3 jumps  NOW ADD………….  2 travels – to include a DIAGONAL DIRECTION  1 turn A possible 7 ‘x’ factor points to be gained

39. 39 Task Card B Can you make up a motif/phrase that includes:  2 travels  A jump  A stillness  And a turn NOW ADD………  a STRAIGHT and CIRCULAR PATHWAY A possible 7 ‘x’ factor points to be gained

40. 40 Task Card C Can you make up a motif/phrase that includes:  A gesture  A jump  A stillness  And a travel NOW ADD………….  QUICK and SUSTAINED SPEED A possible 6 ‘x’ factor points to be gained

41. 41 Task Card D Can you make up a motif/phrase that includes:  2 forms of travel  2 forms of turning  2 types of gesture NOW ADD…………… DIFFERENT LEVELS by including:  A HIGH jump  A LOW stillness A possible 8 ‘x’ factor points to be gained

42. 42 Task Card E Can you make up a motif/phrase that includes:  3 forms of travel  2 forms of jumping  1 type of Stillness NOW ADD……..  Perform two times, first time as above, second time add  a LOW LEVEL gesture  a SLOW turn A possible 14 ‘x’ factor points to be gained

43. 43 Task Card F Can you make up a motif/phrase that includes:  A travel  A turn  2 types of gesture NOW ADD………… - perform this first then repeat but include a  Change of Direction  Change of level  Change of Speed A possible 11 ‘x’ factor points to be gained

44. 44 Secret Message Cards These consist of 8 different cards which can be given to as many groups as you wish. They help pupils identify Relationships of movement and actions used to build sequences. Each group has to devise a motif based on the secret message given to them. Important not to let other groups see their card. Once complete they perform in front of another group. The observing group have to identify the relationships used throughout and what the 4, 5 or 6 actions were based on i.e travel, turn, stillness. In addition groups could try to identify some of the descriptive words used to create the moves. Once all groups have performed their code, add easily recognisable theme music from films or videos and see how the interpretation of the moves changes (i.e. hawian, james bond, star wars, jaws, thriller by MJ, the wedding march, swan lake etc)

45. 45 Secret Message Card 1 1. Start in a group (Stillness) 2. Slowly fade and die (gesture) 3. Begin to slither crawl then walk (travel) 4. Dart and weave (travel) 5. Turn and join (turn) 6. Freeze at different levels (stillness)

46. 46 Secret Message Card 2 1. Start on your own 2. Suddenly Explode and quickly bound 3. Pause then coil 4. Explode one at a time and leap 5. Slowly walk 6. Finish in a star shape

47. 47 Secret Message Card 3 1. Start off back to back 2. Make a sudden turn to face each other 3. Retreat Slowly 4. Mingle and dodge as you can 5. Crumble one at a time

48. 48 Secret Message Card 4 1. Start off facing each other 2. Travel in a straight line 3. Shrink to the floor one by one 4. Twist together 5. Spring into shape and freeze

49. 49 Secret Message Card 5 1. Start off in a small group 2. Scatter and Freeze 3. Creep one at a time into a line 4. Follow the leader and collapse

50. 50 Secret Message Card 6 1. Start off back to back 2. Make a sudden turn to face each other 3. Retreat slowly 4. Mingle and dodge as quickly as you can 5. Crumble one at a time

51. 51 Secret Message Card 7 1. Start off in a straight line 2. Follow the leader bouncing and zig zagging 3. Spin away from each other one at a time and freeze 4. Creep together very slowly 5. Explode and hold it

52. 52 Secret Message Card 8 1. Start off in a circle 2. Make a square 3. Turn and shrink 4. Retreat and rise 5. Form a line 6. Dash to a finish position