Time to Move Spring 2006

Transcription

1 Time to Move s Spring 2006 Time to Move Spring 2006 bbc.co.uk/schoolradio A series provided by the BBC at the request of the Educational Broadcasting Council for the United Kingdom Age: 6-8 These programmes are available to order (for UK schools only) on pre-recorded CDs or cassette from: BBC Schools Broadcast Recordings Tel: Monday to Friday 0800 to 1800 Or visit for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand. This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further permission. 1

2 Time to Move Spring 2006 These programmes are available as audio on demand from the School Radio website. Refer to dates below to find out when each one is available. Introduction 3 Unit 1: Chinese New Year 5 1 The lion s dance 5 AOD 21/09/ /09/ The dragon s dance 9 28/09/ /10/2005 Unit 2: Giraffes can t dance 14 3 The chimps cha-cha 14 05/10/ /10/ The lions tango 17 12/10/ /10/ The baboons Scottish reel 22 19/10/ /11/2005 Unit 3: Cirucs 25 6 Here come the clowns 25 02/11/ /11/ The high wire walkers 29 09/11/ /11/ The trapeze artists 32 16/11/ /11/ Jugglers 35 23/11/ /11/ The acrobats 38 30/11/ /12/2005 Useful web images 41 2

3 Using Time to Move Introduction Time to Move needs plenty of space. The hall or a cleared and swept classroom or similar large space is ideal. Use the best equipment that the school has to offer for playback. Check that the loudspeaker is facing the children to ensure the best possible listening environment. Make sure the children dance in gym shoes or bare feet. Bare feet give a good sense of contact with the floor, if your floor is safe. The children should be in PE kit to allow easy movement and to ensure that they do not become too hot. Encourage the children to listen carefully right from the start not just to the presenter but also to the music. Teaching points Some tips to help you get the best out of these programmes Always encourage careful listening Reinforce the importance of safety e.g. awareness of others to avoid collisions, spacing, sensible landings (with the whole foot, flexing as it comes down and knees bending). Help the children to observe each other s movement in a positive light and to learn from their observations. Give the children a sense of your own enthusiasm. Using these programmes from CD These programmes are available to UK schools on pre-recorded CDs (at cost price). It s simple to mediate the use of the programmes by pausing the CD as directed during the programmes and when you wish to do so yourself. To do this always use the pause button and not the stop button (because the stop button will return the CD to the very beginning). When you re ready to resume either press play or press pause again to cancel it (individual CD players vary). Time to Move and the National Curriculum Dance makes a distinctive contribution to the education of all pupils, in that it uses the most fundamental mode of human expression movement. Through its use of non-verbal communication, pupils are able to participate in a way that differs from any other area of learning. It provides aesthetic and cultural education, opportunities for personal expression, and it also introduces students to a wealth of traditional, social and theatrical forms. In a broad and balanced curriculum, this important area of human experience should not be neglected. (Dance in the School Curriculum, a paper by the National Dance Teacher s Association and others) 3

4 Dance is acknowledged as a vital ingredient of a child s education in the National Curriculum. The Expressive Arts documents for Scotland and Northern Ireland encourage teachers to develop dance as part of the Arts and PE curriculum. There is an emphasis on performance and clear indications that dance should be taught in both a creative and a cultural context. The children should be taught to: develop control, coordination, balance, poise and elevation in the basic actions of travelling, jumping, turning, gesture and stillness perform movements or patterns, including some from existing dance traditions explore moods and feelings and to develop their response to music through dances, by using rhythmic responses and contrasts of speed, shape, direction and travel. Warm up Your class will benefit from a warm up before the programme begins (if you have time). Yawning, stretching, jogging on the spot and pretending to wash the face and neck are all examples of ways of warming up. Each programme ends with a cool down to prepare them for the return to the classroom. Feedback Feedback is vital to the series and is always welcome. Please visit the Contact us page of the School Radio website at: Or you can write to us at: Time to Move Room 340 Henry Wood House 3 & 6 Langham Place London W1A 1AA We look forward to hearing from you. 4

5 Unit 1: Chinese New Year Inspired by the traditional lion dance performed by two people under a long, brightly coloured lion costume where one dancer takes the head and the other the tail. Programme 1: The lion dance Outline: This session involves the children looking at the way a lion moves first individually and then as a pair. The emphasis is on the children working and moving together as one to perform a lion dance. Objectives: To talk about dance ideas inspired by stimuli To copy, watch and describe dance movement To watch and describe dance phrases and dances, and use what they learn to improve their own work To perform movement phrases using a range of body actions and body parts Outcome: That each child will plan and perform a dance sequence with a partner that shows an understanding of the movement of a lion. The session: Prior to the session the children may like to look at pictures of lion costumes used at The Chinese New Year. The children will be asked to work in a large circle at the beginning of the program and in pairs for the remainder. This may need to be organised before the program starts. 5

6 Sequence 1 - warm up: CD and track CD1 Track 1 Track 2 Inspiration The Chinese Lion Dance. Two people, moving together underneath a lion costume perform this dance. Movement Walking quietly and carefully into a circle Stand still, feet together, arms at the side and chin up. Legs and back are straight. Bowing is explained. Make sure palms are facing upwards. Bending from the waist slowly and then back up straight. Bow each time the gong is heard and then straighten. Bow to the teacher, to an opposite person, then another and finally the teacher again. Stand still and proud. Relax. Relationship Individual In a circle Sequence 1: Getting ready to dance CD and track CD1 Track 3 Inspiration To follow and move as a team. Movement Stand with feet slightly apart as a starting position. Stretch both arms up above the head, then slowly sit down Stop and relax Try again with a different leader. Rest and listen. Try again with a different leader. However instead of sitting down try kneeling or lying down as the leader decides. Relationship Individual In a circle Individual moving in a circle. Sequence 2: Becoming the lion CD and track CD1 Track 4 Inspiration The movement of a lion when waking and then beginning to stalk its prey. Movement Shake head then whole body. Repeat. Scratch behind each ear. Yawn and stretch with jaws wide open. Relationship and space Individual in a circle. 6

7 Move into a space on own, like a lion stalking its prey. Long and careful steps to the space. Look to move in a different direction to the rest of the class. Individuals moving in own space. CD1 Track 5 The movement of the lion when pouncing on its prey. Stop and look around to check no one has followed. Jump up as if a lion pouncing CD1 Track 6 To dance with a partner using the change of pace of the music to know when to change movement. Find a partner. One person stays very still crouched down as if the prey. The other walks around and then runs and pounces just behind the one sitting very still. Safety point no touching. The performances of above sequence. Instructions are given as to when to pounce behind the crouching person. Swap over positions. This time with no presenter instructions. Individuals in own space. Working in pairs CD1 Track 7 Stand up with a partner, one behind the other facing the same direction. The person at the front will be the head remembering to keep the chin up high in a proud way. The other person will be the tail. The head person shakes and nods the head then blinks their eyes. The tail person wags and shakes their tail. Stop, stay standing Repeat as above with the tail end gently resting their hands on the head s shoulders. Working in pairs Working in pairs 7

8 Sequence 3: Own lion dance CD and track Inspiration Movement CD1 Track 8 CD1 Track 9 The movements of the lion as practised in the previous sequence. The music. It may be helpful here to play this track before the children perform their dance to familiarise them with the music. All the movements are practised first without any music. Bow to partner together Bow to partner after each other Bow facing different directions, or facing the front of the room and then the back. As a pair go to sleep side by side. Wake up, shake head, scratch and yawn together as if two lions. Walk using long careful strides Gently pounce. Bowing to partner at the end Pause the programme and allow the children to practise their dance as many times as they need to. The children to perform their own lion dance to the music. Encourage the children to start and end their dance standing really still. The children may need to perform their dance several times until they are happy with it. The class could be split into half in order for the children to watch each other and comment on the reasons why they liked and disliked some of the movements. Relationship and space Working as a pair Working as a pair 8

9 Sequence 4 - Cool down: CD and track Track 10 Inspiration Movement Relationship and space The traditional Stand in a space Working individually greeting Long low bows to: Partner Teacher Friends Listening to the next Listening programme s focus the dragon dance. Programme 2: The dragon dance Inspired by the traditional dragon dance performed by a team of people under a very long, brightly coloured dragon costume where it is moved in sections, each controlled by the dancers underneath using a pole. Outline: This session involves the children exploring the ways the dragon dance is performed. The children work as a pair, then the whole class together and finally in 4 groups. Objectives: To talk about dance ideas inspired by stimuli To copy, watch and describe dance movement To watch and describe dance phrases and dances, and use what they learn to improve their own work To perform movement phrases using a range of body actions and body parts Outcome: Each child will plan and perform a dance sequence with a group that shows an understanding of the elements of the traditional dragon dance. The session: Prior to the session the children may like to look at pictures of the dragon costumes used at Chinese New Year as well as any examples of the dance being performed. The children will be asked to work in a large circle at the beginning of the program and in 4 groups for the remainder. This may need to be organised before the program starts. 9

10 Sequence 1 - warm up: CD and track Track 11 Track 12 Track 13 Track 14 Inspiration The Chinese dragon dance. Movement Listening to the outline of the programme. Walk proudly as if wearing the heavy dragon mask with a straight back and chin up to a space. Facing the teacher with feet together and palms facing upwards. Bowing from the waist slowly and then back up straight in a space. Bow to teacher, a friend and then the teacher again. Stand still and proud Relax. Safety point - dragon dancers are very proud and show respect for each other by not getting to close to each other and therefore they do not touch each other. Palms of hands together. Slowly kick to the side of the body and then feet together again. Repeat to the other side. Repeat as above to the music. Led by the presenter. Bow to teacher and then kick to each side. Then bow to a friend and kick to each side. Then bow to the teacher again and kick to each side. The Chinese believe that the magical dragon is the spirit of the river so it twists and turns like the bends in the river. The next section requires the children to be in a circle and to move as a group. Relationship Individual In a space 10

11 Sequence 1 - moving as a dragon: CD and track Track 15 Track 16 Track 17 Inspiration To follow and move as a whole class. The children work as a team each person controlling a section of the body? Movement Children move slowly into a large class circle. The children are to stand still and breathe slowly in and out until the end of the music Stop and relax Stand with both feet apart and reach both arms above the head as if holding the dragon costume high in the air. Teaching point - remind the children that they all need to move at the same time. Reach up both arms, hold and look up at the dragon. Bend the knees and pull the dragon down right down to the ground. Repeat. Stop and listen. Staying as a whole class in the circle. The teacher needs to decide which way around the circle to go and who will start the movement of. Each child is to reaching their hands high above their head and then down to the ground on after the other. This needs to be done quickly to the beat of the music like a Mexican Wave. Pause the programme. Practise now without the music. To the music after the count of 4. Rest and listen. Repeat as above but send the ripple the other way around the circle. Fireworks are let off during the lion and dragon dances. The children are to pretend that they are a noisy firecracker. The teacher needs to choose a new leader and the direction round the circle. Do a quick jump in the air and throw arms up. Stop to practise. Stand still, both feet together. The teacher is to choose a new leader and remind children which way around the circle to go. Stop and sit down and rest Relationship Whole class In a circle Whole class In a circle Whole class in a circle. Whole class In a circle Whole class In a circle Whole class In a circle 11

12 Sequence 2 - dragon movements: CD and track Track 18 Track 19 Inspiration The movement of the different sections of the dragon working in 4 small teams. The four coils of the dragon s tail. The rest of the dragon s body.. Construction of own dragon dance. Movement From the circle the class need to be divided in to 4 groups labelled A, B, C and D. Each group needs a leader at the front. When the music starts each team, in turn, follows the leader around the outside of the circle. Run around the circle starting with team A. The group then returns to their space. The presenter calls each group in turn. Stop and stand still. This pattern looks like the four coils of the dragons tail The children then need to lead their groups to a space around the room in a snaking twisting pattern. All 4 teams move at the same time. The 4 teams move to allocated spaces using twisting and snaking movements to the music. Stop and sit down Construct their own dragon dance using the movements previously practised. The presenter reminds the children of the movements: Bowing and kicking Moving together Twisting twirling lines Firecrackers. Pause the programme. Encourage the children to practise their ideas in their teams without the music first. NB - It may be a good idea here to listen to the music first and then allow the children some time to practise before continuing. Relationship and space Working in groups Working in groups Working in groups Working in groups Working in groups 12

13 Sequence 3 - own dragon dance: CD and track Inspiration Movement Track 20 The movements of the dragon as practised in the previous sequence. The music. It may be helpful here to play this track before the children perform their dance to familiarise them with the music. Begin in the starting position and practise their movements to the music. Pause the programme and replay the sequence to allow children to practise. Perform dances to one another and then comment. Relationship and space Working as a group Sequence 4 - cool down: CD and track Track 21 Inspiration Movement Relationship and space The traditional Stand in a space Working individually greeting Long low bows to: someone next to you Teacher Friends Breathe slowly in and out. 13

14 Unit 2: Giraffes can t dance This unit is inspired by the popular picture story Giraffes can t dance by Giles Andreae and Guy Parker-Rees, published by Orchard Picture Books. These three sessions take different aspects of the animals dances that help Gerald the Giraffe to learn to dance. The emphasis is on the children working and moving together in a variety of groups to create the three different dances. Objectives: To talk about dance ideas inspired by stimuli To copy, watch and describe dance movement To watch and describe dance phrases and dances, and use what they learn to improve their own work To perform movement phrases using a range of body actions and body parts Outcome: That each child will plan and perform 3 different dance sequences on their own, with a partner, as a whole class and in small groups from the stimuli. Before the sessions: Prior to the sessions it would be good to share the story of Giraffes can t dance with the children. The children may also like to look at pictures of giraffes, chimps, lions and baboons in order to start to think about how they might move and interact with each other. Programme 3: The chimps cha-cha Before the programme: The children will start this program working individually before working as a whole class. After this the children will need to work in pairs standing in two lines opposite their partner. It may be good to organise this with the children before they begin. 14

15 Section 1: and space Track 22 The scampering of chimps Introduction to the theme of the next 3 programmes. The chimps dance. Track 23 Track 24 Track 25 The movement of a shy and embarrassed giraffe The swinging movements of the chimps. Imagine they are the chimps scampering down from the trees to find a space of their own and sit down quietly. The beginning of the story is read. This is a description of Gerald the giraffe. The warm up is Gerald stretching out his long neck. He is very shy. Stand with feet apart. Curl into a ball so their face is hidden. Straighten up, uncurling as they go. Stand as tall as a giraffe. Perform these movements to the presenter s instructions without any music and then stop. Once uncurled Gerald sees the chimps and this makes him feel embarrassed so his legs buckle beneath him and wobble until he curls back up into a ball again. Practise to the presenters instructions. Then shake all over as if grass blowing in the wind. Repeat the movements to the music with the presenter s instructions Preparing for the chimps cha-cha. The children are read the next part of the story. Stand up. Move quickly scampering into a circle. You may need to pause to help the children with this. Scratch your fur. Stand with feet apart. Introduction of the use of hip movements. Stand with feet apart, knees slightly bent. Swing hips from one side to the other as if swinging a tail. Repeat hip movements. Whole class in a circle. 15

16 Section 2 - The chimps cha-cha and space Track 26 Track 27 Track 28 Track 29 The scampering, swinging movements of the chimps. The movements of chimps attempting the cha-cha Take 4 large steps backwards in the circle. The children may need some support with this. Perform these movements as the presenter instructs: Finger to the lips Bend the knees Run small scampering steps forward. Stop as if whispering secrets to each other. Put hands in front like paws. Turn all the way around in a circle on the spot. STOP Try the above moves to the music. Stop Next section of movements: Scamper backwards with bent knees Turn around as before STOP Put finger to the lips and ready to move backwards to the music. Get back into a good circle ready to go forwards and backwards. Put finger to lips. The above movements to the music Repeat and stop. Pause the programme and repeat sequence to allow practise The children then need to be organised into partners. The circle needs to be split into two lines facing each other in pairs. The children need to be facing their partner. The children need to practise these movements as the presenter instructs them without any music. Scampering towards partner. Stop. Turn around on the spot and stop facing your partner. Paws in front, swing hips one way and then the other. Scamper backwards. Turn around on the spot to face partner. Paws in front, swing hips one way and then the other. Stop. The children to repeat above movements to the music with the instructions. Whole class in a circle In pairs standing opposite each other in two lines across the hall. 16

17 Section 3 chimps: Track 30 Track 31 Track 32 The funny movements chimps do The whole complete dance. Gerald s embarrassed cool down The children are to stay in pairs and decide on some funny chimp moves such as scratching your fur, pulling chimpanzee faces at each other. Pause the programme here for the children to practise. The chimp movements from above are to form the introduction to the performance of the chimps chacha. Try without the music. With the music and no presenter instructions. Pause the programme so the children can practise the whole dance again Gerald has been watching to see if he can pick up any dance steps. The cool down will be a mixture of the chimps and Gerald s moves. Move quietly away from partner. Face the teacher. At Gerald s music: Slowly uncurl your neck. Swing your hips one way and then the other. Wave and wobble back into a ball. Get ready to cool down by curling into a ball. Performing the cool down to Gerald s music. Repeat sequence. In a space Programme 4 - lion s tango: Prior to the session: The children will start this programme working individually before working as a whole class. Then the children will work in 4 groups, each with an appointed leader. Sequence 1 warm up: Track 1 The embarrassed dance of a giraffe The focus of this program is the lions tango. The children need to sit in a space on their own to listen as the story is continued. in a space 17

18 The warm up is the same as in the last programme. Stand with their feet apart. Curl into a ball so their face is hidden trying to hide a tear. Straighten up, uncurling. Stand as tall as a giraffe. Gerald feels embarrassed so his legs buckle beneath him. He wobbles until he curls back up into a ball again. Repeat again to the music. Stand up. The lions think that their dance is the best. Track 2 The stalking and movement of a proud lion through the jungle. Section 2 - The lions tango Introduction of the lions dance without the music. Move into a large circle as if a lion stalking through the jungle. Crouch down as still as a statue and stare with frightening lion eyes. Stand up with feet together. Repeat with the music. Repeat again with the music. Lift up chin, breathe in and stick out your chest as if a very proud lion and then breathe out. Whole class in a circle Track 3 The tango itself! Lions are bold as well as funny. They show off and rest and relax a Whole class in a circle lot. During the dance they need to keep stopping either to show off or yawn. Clap to the beat of the tango. Yawn and stretch. Introduction. Clap, clap, clap, clap. Clap, clap, clap, clap.. Yawn and stretch your arms. Repeat twice more. STOP. 18

19 In the large circle, starting with both feet together: Take two long walking steps, bringing their feet together in between. Do a large yawn and stretch with your feet apart. Turn around and repeat in the opposite direction. Practise moves at the presenter s instructions without the music. Repeat to the music Repeat again to the music. Track 4 The other side of the lion the show off and the playful! The lions are lazy so after all that dancing they need to play. Sit down in the circle. Lie on backs like a playful puppy. Kick their legs in the air. Scratch their tummy. Roll over. Continue until the music stops. Stand up and face into the circle with your feet a little apart. The children are going to now try to flick each leg behind them as if trying to flick their long tail of the ground. Make sure they look over their shoulder to see the foot behind them. Practise without the music. Continue this movement 4 times to the music. The presenter will help you. Stop. Lions like to show off. Stand with your feet apart, do a small jump and land with knees bent. Shake both paws as if saying I m the greatest lion in the jungle. Practise without the music. 19

20 As above With the music flick your tail and Track 5 show off. Repeat twice more. Stop and relax. Stay in the circle as a whole class Track 6 The show off lion Stay in circle as the sequence is put together. The presenter will instruct each move as follows: Flick each foot Jump, shake paws Flick each foot Jump shake paws Flick each foot Jump, shake both paws Stop turn around and all face the same way in the circle again. Step, feet together Step, feet together Yawn and stretch Turn around Step, feet together Step, feet together Yawn and stretch Stop Whole class in a circle Track 7 The complete tango The class needs to be organised into 4 groups each with a leader to dance their own lions tango. The leaders take their group to a space in the room. The leader needs to : Walk as many steps as they choose Stop and yawn whenever Shake their paws Flick their tail Lie down and kick their legs in the air. The rest of the group needs to follow the leader. Pause the programme to allow the children time to practise this, so each person in the pride knows what they are doing. Allow the children time to organise themselves. Stand in a line behind the leader of each pride ready to start when the music starts. In 4 groups with an appointed leader spaced around the room. 20

21 Track 8 Track 9 The prides own interpretation of the Tango. The embarrassed dance of the giraffe Remind the children to move proudly as they dance. All 4 prides dance their own lion s tango. Pause the programme to allow each pride to watch each others dance and comment on the features that they think work well. The children are to sit down in their groups and listen to the next part of the story. Each group needs to stand up in a circle. Curl down to the ground ready to do Gerald s cool down. Uncurl your back to the music. Stand up tall. Wobble and wave as you collapse back into a ball. After they have uncurled their back the next time the children need to: Stand with their feet apart. Shake their hooves to try and make Gerald look like a proud lion. Bend back down quickly ready to start again. As above to the music Sit up In 4 groups with an appointed leader spaced around the room. in own space 21

22 Programme 5: The baboons Scottish reel Before the programme: The children will start this programme working individually before working in pairs. After this the children will need to work in 4 groups. CD and track Track 10 Track 11 Track 12 Track 13 Inspiration Movement Relationship Gerald s warm The baboons are introduced and the up children repeat the previous warm up listening with one slight change. The rhythm of the Scottish reel The presenter takes the children through the movements: Stand with their feet apart Curl into a ball so their face is hidden trying to hide a tear Straighten up slowly Stand a stall as a giraffe. Then Gerald imagines that a baboon pushes past him and spins him round. He then feels embarrassed so his legs buckle beneath him and wobble until he curls back up into a ball again. Repeat again 4 times Repeat to the music 4 times Listen to the music of the Scottish reel. Baboons like stamping their feet and clapping their hands. The children are to clap the rhythm of the dance following the presenter s instructions. Repeat The children need to stand in a space and face the teacher with their arms folded like a very grumpy baboon. The presenter then leads the children through the movements: Step to one side Bring feet together with a stamp. NB show children which way to go first. Practise the above. Step to the other side Bring feet together with a stamp Repeat above movements Stand still Clap three times The presenter then leads the children through the above movements to the music. Repeat again to the music. Stop. In a space on their own 22

23 CD and track Track 14 Track 15 Track 16 Inspiration Movement Relationship The start of the The dance now needs the children to Pairs Scottish Reel work with a partner. Move grumpily taking heavy steps towards their partner and stand opposite them with their arms folded. The next part of Baboons like to have fun with each the dance other so next the children are going to take their partners hands and swing round until they are standing in their partner s space. Then swing back to their starting place. Stop and clap three times. The presenter then instructs the children with no music: Step and stamp to one side Then the other facing your partner NB - Make sure the children know which direction to start with. Pause the programme for the children to practise on their own. The whole dance Start with grumpy faces and folded Pairs arms facing each other. Presenter leads the children through the Scottish Reel with music: Step to one side Bring feet together with a stamp Repeat to the other side and stamp Swing around Stop Clap 3 times Step to the other side Bring feet together with a stamp Repeat to the other side and stamp Swing around Stop Clap three times Rest 17 Repeat above again until the music ends. The music repeats for the children to perform the dance again. Stop, sit down and relax 18 What s been The next part of the story is told about happening to Gerald needing a different song. Gerald? The children are to try Gerald s amazing dance. They need to work in 4 groups spaced out around the room. 4 groups 23

24 CD and track Track 19 Track 20 Track 21 Track 22 Inspiration Movement Relationship The presenter then leads the children through without the music: Curl down hugging your knees Uncurl your back Spin around Run forward a little Stop Curl back down. The presenter then leads the children through the above movements to the music. Repeat as above. The presenter leads the children through the second part of the dance: Curl down Uncurl back Swing hips one way and then the other Yawn Curl back down Repeat above with the music Repeat again The successful ending Thank you and goodbye Move in their groups back to where they started. The other animals think that Gerald is the best dancer they have ever seen. The children put all the above movements together following the presenter s instructions. Stop and stand still in the 4 groups The children say goodbye and thank you to each other Walk from groups into one big circle in time to the music Hold head high Face into the middle of the circle Relax Spin slowly and bow to each other. 4 groups One large circle 24

25 Unit 3: Circus skills This set of 5 dances concentrates on the different skills required by the performers in a circus - Programme 1: Here come the clowns Programme 2: the high wire walkers Programme 3: The flying Trapeze Programme 4: Jugglers Programme 5: Acrobats Objectives: To talk about dance ideas inspired by stimuli To copy, watch and describe dance movement To watch and describe dance phrases and dances, and use what they learn to improve their own work To perform movement phrases using a range of body actions and body parts Outcome: That each child will plan and perform 5 different dance sequences on their own, with a partner, as a whole class and in small groups from the stimuli. Before the sessions: Prior to the sessions it would be good to discuss with the children what a circus is and to look at pictures showing the clowns, high wire walkers, trapeze, jugglers and acrobats. Programme 6: Here come the clowns Before the programme: Talk about the circus and the different acts. If children are unfamiliar with circuses you may like to look at some circus pictures. The children will start this programme working individually before working in pairs. It may be good to organise this with the children before they begin. 25

26 Track 23 The dressing like a clown Clowns always do things in funny ways and they make their Listening movements large and over the top. First the children need to dress like a clown. The presenter explains to the children what to do to the music: Put one foot in the trouser leg Then the other foot Pull them up Tie them at the waist Put on clown jacket Button it up Wiggle your fingers. Stand still Track 24 Track 25 Track 26 Every clown needs to wear a hat. The presenter leads the children through to the music: Reach up high and collect a hat Put it on their head Look in the mirror in front of you Turn around on the spot Put it back on the shelf Collect another one Tilt head one way Back up Then the other way Back up Stand still All clowns need to wear shoes. The children need to sit down on the floor to put on their shoes. The presenter instructs the children: Pick up first shoe Push foot into it Pick up second shoe Push foot into it All clowns paint on a special face to go with their funny costumes. The presenters leads the children through to the music: Rub in the white paint all over your face. Draw a big ring around each eye. Blink Paint on a mouth (either happy or sad) Put on big red nose. 26

27 Track 27 Walking like a clown The children need to stand up. The children then need to listen to the presenter and the music. The children need to: Slowly walk forward 3 steps Stop Slowly walk forward 3 steps Turn around Repeat back to where they started The presenter leads the children through the above movements to the music. The children need to make sure that they do not walk into any other clowns. Stop. Repeat as above but take bigger steps and try to waddle a little bit. Repeat again but this time trying to make the walk as silly and as different as you can. There is no help from the presenter this time. The children then need to think about how they are going to move their arms during their walk. Track 28 Children to perform walk around the room to the music. Introducing 3 side steps and then a bow. This is then repeated to the other side 3 steps to the side 3 step to the other side Stop The presenter guides the children without the music. N.B. Tell the children which direction to go first. Complete the movements to the instructions without the music. The side movements to the music Stop. Pause the programme here to allow the children time to practise the movements again. 27

28 Track 29 Track 30 Track 31 Track 32 Track 33 The whole walking movements together walk like a clown! The faces pulled by clowns during a show. The whole complete dance The clowns cool down Combining the two sequences. The presenter first leads the children through the movements without the music. The children complete the two sequences to the music with the presenter s instructions. Stop Repeat above movements again with the presenter s instructions. Stop and sit down Clowns have really happy, sad or funny faces. At the music the children need to pull lots of different clown faces to the presenter s commands: Really sad Really happy Really funny The children now need to turn to their partners. The children need to take it in turns to pull a clown face which the other copies. The children then swap over. The children try and invent as many different clown faces as they can to the music Stop Introduction of designing their own clown dance based around the movements already practised. The children need to start with the clown walks already practised moving forwards and back and then side to side. Next the children add their own movements such as a jump or a spin on the spot remembering to use special clown faces. Stand up in a space The children perform their clown dance to the music. Pause the programme for the children to practise and perform the whole dance for others in the class to observe and comment on. The children find a space on their own. The presenter instructs the children to remove their make up slowly and then the clothes they were wearing as a clown. They lie still on the floor and rest. Introduction to the next session - walking on the high wire. In pairs In pairs In a space 28

29 Programme 7: The high wire Before the programme: Talk about the high wire walkers and look at pictures if possible. Do they think it is a safe thing or a dangerous thing to do? Use the discussion to make them aware of safety. The children will start this programme working individually before working in pairs and then in threes. Track 34 Track 35 Track 36 Warm up bring on the clowns Beginning to balance on the high wire The children need to stand in their own space. Grow and stretch into a clown shape to the music. Check their clown shoes and clothes Find a partner and stand one behind the other The person at the back puts their hands gently on the shoulder of the person in front Both children need to walk starting with the same foot smiling and waving to the crowds Children perform their silly clown dance to the music. Stand in a space and sit down. Introduction of the theme of the programme - walking on the high wire. The movements need to be performed very carefully as the high wire can be very dangerous. First they practise balancing on the ground. Stand up, head held high and looking straight ahead. The children need to imagine that there is a long thin wire stretching out in front of them on the floor. Step carefully onto the wire Balance on one leg Take the next step and balance on that leg Keep walking along the wire Turn around Wave to the crowd Step back along the wire in a space In pairs Listening In a space 29

30 Repeat again to the music Repeat once more, keeping eyes fixed upon a set point to make sure you are not looking at your feet. In the middle of the wire make a little jump and try to land back on the wire. The presenter guides the children through to the music. Stop and relax Track 37 Track 38 Track 39 Track 40 Beginning to walk along the high wire On the low wire Up and onto the high wire The presenter guides the children. Stepping along the wire lifting one foot, pointing the toe and placing it back on the wire Trying the next foot Continue to walk along the wire pointing toes with no help from the presenter. Next the performers practise on a low wire. The children need to get into groups of 3. One person needs to be chosen to walk the wire while the other two are the helpers. Helpers put out their palms for the walker to rest (not hold) their palm onto for balance. Walk straight ahead then turn around with the music Stop and relax. Pause the programme so that each child can have a go at walking the low wire. The children now need to climb right up to the high wire in the top of the tent. The presenter guides the children through the climb to the music: Move hands and feet as if climbing the ladder Climb back down. Stop In groups of 3 In a space 30

31 and spacing Creating a high wire dance It is time for the children to create their own high wire dance. The children can work individually or in tows or threes. Pause the programme to get organised Climb up the ladder to the high wire either quickly or slowly. Show the audience all the tricks: On one foot Turning around Jumping Walking backwards waving Track 41 Track 42 The cool down Performing the high wire dance to the music. At the end bow and wave to the crowd. The presenter then instructs the children to climb down the ladder back to the ground. Pause the programme to allow the children to perform their dances to each other and comment on things they liked and ways to improve. STOP The children need to stand in a space on their own The children are led through a cool down: Shake one arm Shake the other arm Stand on one leg and shake the other leg Change over legs Stand with feet slightly apart Bend from the waist reach out to the floor Come back up Stretch as tall as you can Relax Sit down on the floor Next time the children try the skills needed for the flying trapeze. 31

32 Programme 8: The flying trapeze Before the programme: Look at pictures of the flying trapeze and once more discuss the safety aspects of the activity. The children will need to work individually and then in pairs. Warm up Introduction to the flying trapeze. Individual Track 1 Trapeze artists need to be able to fly through the air. listening The children need to make themselves as tall and as a thin as they can by stretching up really high. Track 2 Track 3 The positions of the trapeze artist. The flexibility of the trapeze artist. Stretching as high as they can to the music. Trapeze artists need to be able to turn somersaults through the air. Curl up very small Hold the position. During the next piece of music the children need to slowly uncurl and then reach up really slowly to be tall and thin. Relax The presenter explains their flexibility: stand with your feet slightly apart arms loosely by the side roll shoulders up towards your ears back round down to where you started Pause the programme here to allow the children to practise. The presenter leads the children through what they are going to do to the music: Roll back three times Relax Roll forwards three times Relax Repeat above again The children complete movements to the music with the presenter s instructions. The children need to stop and listen. The focus is now on loosening the arms: Swing forwards Swing backwards Swing forwards relax Repeat above again Individual In a space Individual In a space listening 32

33 Track 4 Loosening the arms Repeat the above to the music following the presenter s instructions. Then on their own. Track 5 Track 6 Track 7 Climbing tot he top of the tent Swinging and catching Changing places in the air The children need to climb up the ladder. The children need to move their hands and feet either slowly or quickly. At the top the children need to wave to the crowd. Find a space and sit down. The children need to stay sitting down and turn to the person nearest to them to find a partner. Stand opposite partner Hold out both hands in front Take partner s hands keeping them straight There needs to be a straight line from one person s shoulders to the other. Pause the programme to demonstrate this Drop hands down by their side. Stand with their feet slightly apart Swing their arms backwards first ready to catch each other s hands again Practise to the presenter s instructions Perform movements to the music. Repeat again making sure that both of you are moving your arms in the same rhythm. The children need to continue to work with their partner walk forwards and pass their partner shoulder to shoulder turn around repeat. PAUSE TRACK to allow the children to practise this. Repeat the swinging and holding hands movement then the children need to change places. They repeat this again. In pairs 33

34 Repeat this without the music Repeat with the music After the trapeze artist has completed their flying movement and returned to the platform they present themselves to the audience. This is like a bow: Hands on their chest Then throw hands out and shout hey! The children then need to create their own dance using all the movements practised: Climbing to the top of the Big Top Swinging and holding and changing places Presenting to the audience. Pause the programme to allow the children to decide on their movements and practise without the music. Track 8 Track 9 Performing their own flying trapeze dance. Cool Down The children perform their own flying trapeze dance to the music. Pause the programme to allow the children to perform their dances to each other and comment on the performances. The children need to find a space and sit down on their own Lie down flat on the floor : Scrunch up hands, fingers and arms Let them go floppy Scrunch up legs and toes Let them go floppy Roll head from side to side Rest Slowly and gradually sit up. Next time we meet the jugglers. In pairs 34

35 Programme 9: The jugglers Before the programme: Talk about juggling. Can any of the class juggle? If so, encourage them to demonstrate to the rest of the class. The children may like to practise juggling using juggling balls or bean bags to see what it is actually like. The children will be working individually at first and then working with a partner. Track 10 Listening Track 11 Track 12 Warm up moving lightly and quickly. Learning to concentrate The presenter explains that jugglers need to be able to move and turn really lightly and quickly on the feet. Move around the room on tip toes using tiny steps being careful not to bump into anyone. Twist and turn as they move. Move to the music The children need to first practise on the spot moving their arms up and down in time with their feet. Repeat as above to the music but using arms at the same time. Stop and sit down. For a juggler to be really good they need to be able to concentrate. In this section the children are going to practise watching a pretend hoop as it travels through the air. 1. Sit with their legs out in front of them and slightly bent 2. Place the palms of their hands on the floor on each side of them. 3. Lean back slightly 4. Watch the pretend hoop move from one side, above their head to the other side with their eyes. The children are to watch the pretend hoop. The presenter guides them through to the music. Stop and relax Listening 35

36 Track 13 In a space Track 14 Track 15 Starting to juggle with a scarf. Juggling with 2 beanbags Juggling in a pair Jugglers often start learning to with scarves, as they are easy to catch and move slowly. Stand up in a space The children need to: Hold out their hands sideways with their palms facing upwards Relax their shoulders Bend elbows slightly Throw the pretend scarf up in the air above their head Follow the pathway it makes with their eyes Catch it with the other hand The presenter guides the children through to the music. Stop and rest Imagine juggling with two beanbags. Imagine they have a beanbag in each hand. Imagine throwing the beanbags up and down from hand to hand as they juggle. Practise to the music Next time try to throw the beanbags higher or faster and then try to turn around on the spot as well. Practise to the music. Stop and stand still Jugglers often work with a partner. Find a partner and stand opposite them looking at them. The children are going to practise juggling with a club. Throw the club in the air first and catch it partner then copies. Take it in turns to throw and catch the club to the music. Stop First child throws the club up in the air. Catches it then throws it to their partner Practise without the music Now with the music In a space In a pair 36

37 Track 16 Stop and relax Getting the pattern right To be a successful juggler the children need to know exactly when they are going to throw or catch: First child throws the club three times in the air then across to the partner Partner catches and repeats the sequence Practise without the music. Practise with the music. Stop Track 17 Track 18 Track 19 The jugglers dance The performance of the jugglers dance Cool down Put all the moves together to make a jugglers dance. They need to: Decide what sort of object they want to juggle. How many they are going to juggle Who they are throwing them to Whether they are standing still or moving And whether they are a clown or not. Pause the programme to allow children to practise. They may need some time to decide on their moves They should now be ready to perform their jugglers dance. PAUSE THE TRACK so the children can perform their dances to each other and make comments. The children need to stretch out their muscles The presenter leads the children through to the music: Find a space Swing arms forwards and backwards twice Roll their head in a circle Tilt head forwards and then backwards Bend knees Bend hold body towards the floor and come up again slowly Relax Next time acrobatics. In pairs In pairs In a space 37

38 Program 10: The Acrobats Before the programme: Talk about what acrobats do at the circus. Prior to the program the children need to be organised to work individually and then as a whole class. Track Inspiration Movement Relationship Warm up flexible joints In a space Track 20 Track 21 Track 22 Track 23 Being able to balance. The children need to jump up and down on the spot to the music. NB - remember to land with soft, bendy knees. Stop Add next movement. Jump in the air and make a half turn so that they end up facing the other way round. The children practise without the music first. Jump up and down to the music three times and on the fourth time do a half turn. Jump Jump Jump Half turn Repeat so they end up facing the way they were at the beginning The presenter guides the children through to the music. Stop and stand still Stand with feet apart, flop arms by their sides. Bend forwards slowly from the waist until they nearly touch the floor. Slowly come back up to standing Practise to the music Stop and relax The children need to: Stand with feet slightly apart Slowly lift heels and roll weight on to the front part of their foot Slowly stand back again normally Practise without the music This time stretch the children need to stretch their arms up high above their head as they rise onto their toes. Practise to the music In a space In a space 38