experiment with rhythm and gesture to create meaningful phrases of movement individually or in small groups

Success criteria: 

• Identifies and creates rhythm patterns

• Suggests more than one way to work with rhythms

• Generate movement using everyday gestures

• Select and sequence gestural movement to create phrases

Possible New Syllabus outcomes here: DA5-COM-02

• creates movements using the elements of dance and structures movement to communicate a specific idea and intent

DEPA 3/4  music playlist

DEPA 5/4 music playlist

Drums and Percussion only playlist

Locomote around the space to different rhythms and time signatures.

Explore verbal instruction that could include variations to the following:

Clap and walk at the same time.

Clap every second and third beat of a 4/4 timing whilst walking.

Add a bend on the third count of the bar of music. 

Add a rise on the second count of the bar of music.

Drop roll on the fourth count of the bar of music. 

Touch your toes on the fifth beat of a 5/4 rhythm pattern.

Add running, skipping, galloping, crawling, locomotion across the room to encourage large muscle group activation.

"The hand wave to say hello and greet someone".

Whole class:

Literally shake hands with everyone in the room and move from student to student saying hello. 

Individual:

Improvise movements that explore greetings.

Change the context exploring happy exchanges or anxious ones. 

Teachers manage a brainstorm activity and students discuss the movement possibilities as a class.

Students pair up and continue to discuss and physicalise the movement possibilities, continuing to experiment only.

Students share experimental and improvisation responses with the class and explain what they experimented with.

After viewing each other’s work, students select movements and structure them into phrases using either their own ideas or the ideas from their peers.

Students present responses in class.

Students present responses in a follow up lesson.

Teachers sequence student responses into a class performance piece.

Further development could include the teacher or students joining the phrases together to make longer sequences or a work.

1. What ideas worked well in the physical realisation of the movement idea?

2. What elements of dance being space, time and dynamics did you experiment with the most?

3. What were the challenges you faced in the learning activities?