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1) Verbalise the dance cues together as a group.

2) Practice step 1 to 4 altogether.

3) Once everyone is confident, let me know i'll come over to record for you.

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Practice steps 1 and 2. Record using the camera video function then upload to your group's column.

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Clear X Formations / Transitions in Kpop Choreographies

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H

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STAR⭐️

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Three things that impresses me:

1. The dancers are able to move in various locomotor such as walking/sliding and yet look cool

2. The dance is indeed made up of the BSER framework (e.g. relationship such as mirroring, supporting, locomotors and non locomotors)

3. The change of music does make an impact and difference

2 improvements that can be made in the dance based on the framework:

1. The students can make the dance more interesting by having props

2.

1 difficulty that you may face when performing this dance:

1. I may not be able to keep up with all the dance steps

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I trust that all of you will be responsible by posting ONLY related comments/posts on this padlet page. Let's respect this online space as it will be our e-portfolio

1. Choose a group name
2. Using your body, form the group name and upload a picture
*Get another group to help you take a picture if you need help

Relationship to partners:
A) Above - under
B) In front - behind
C) Apart - Together

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Sample of the worksheet analyzing segment 1 of the dance "MAPLE LEAF RAG"

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WALT:

- Analyze the music video and match it according to the BSER frame work

As a group:

1. Write down 3 things that your group is impressed from the dance based on the BSER framework

2. Write down 2 improvements/ changes that your group can make in the dance based on the framework

3. Write down 1 difficulty you may face in performing this dance (put yourself in their shoes)

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Lesson 2 (Task 2) Annex: Maple Leaf Rag 

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Lesson 2 (Task 2) Annex: Maple Leaf Rag 

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There are 4 segments to this dance.

As a group, analyze either segment (2)/(3)

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Juying Secondary School | Super 24 2023 Secondary Qualifiers

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1. The meaning behind the dance is.........

2. The dancers use their arms, legs, and body to show emotions, traditions, or even daily life. For example, if they make big, strong movements, it might come from a culture that values power and energy. If they use small, graceful hand gestures, it could be from a culture that tells stories through dance.

3. Modify a Locomotor Movement: Change it to a leap, jump, or larger traveling movement (from walking or lightly stepping) to create a more powerful effect. For example, instead of stepping forward, we could skip, lunge, or do a small hop to make the dance more expressive.

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As a group, analyze the dance "MAPLE LEAF RAG" and identify the BSER for segment (2) / (3).

Instructions:

1. Download the PDF file

2. Fill up the worksheet and upload it in your section in a new post "Lesson 2 (Task 2)"

*Refer to the example document if you need reference. I have uploaded a sample of segment 1 analysis

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Analyze the dance video: CEIMO CEIMO

1. What is the meaning behind the dance?

2. How does the actions in the dance relate to the culture of the dance?

3. Change 2 dance moves based on Body (B-SER)

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Objective: Students are able to identify the 3 different ethnic dance moves using the BSER frame work.

Now that you have learnt the P5 dance, let's identify and understand the dance moves.

1.  What does CEIMO CEIMO stand for?

2. There for 3 different segments to the dance. Can you label the race to the 3 different segments? What makes you say that?

3. Select 1 segment and modify the dance moves. (The dance move must be related to the culture/race)

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1. CEIMO CEIMO = ___________________

2.
Segment 1: Chinese. I say that because the dance moves involve includes swinging of hands that looks like the flowers that blossom during spring. (effort)

Segment 2:
Segment 3:
(Others is not included)

3. My group has selected segment 1 and will modify it using this video posted above

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Chinese Dance With Xiao Jing | Free Movement Dance