- Choose a sporting activity, e.g. rugby, tennis, netball, athletics, golf, soccer, cricket.
- Have the learners run, stop and freeze in sports poises.
- Develop each stopping and starting phrase.
- Use each phrase to move from space to space as if really playing the sport, e.g. dodging, darting, hitting, throwing, etc.
- Exaggerate the movements.
- Move in slow motion – and teach techniques of several other sports, e.g. a tennis serve (reach, hit, run).
- Combine separate qualities, e.g. strong and fast or gentle and slow.
- Make gradual or sudden changes of speed, tension and continuity using a range of actions.
- Develop greater sensitivity to rhythm and rhythmic changes.
- Show clarity of shape, direction, level and size in performing different actions.
- Understand the use of qualitative and special elements as expressive features of dance.
- Develop awareness of others in dance relationships, including simple contact work.
- Take movements from some of the sports executed and combine to form a dance combination.
Hints:
- Add a
disciplinary structure to the class, taking into account the space of the sports field, in order to keep control over the learners: every time you blow twice on a whistle the learners must drop to the ground and roll over once. You can practise this structure before or after the warm up.
- Instead of using the words “spread out”, use “find a space”.
- Lines and patterns can be formed to make full use of the space available.
- Use your whistle to change movements or motion.
ASSESSMENT
Creativity assessment
| The learner is able to: |
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- improvise, discover and select separate and combined elements: speed, tension and continuity;
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- execute his/her movements within a specific space and to pay attention to size, planes, direction and shape;
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- use a series of different spatial relationships (e.g. in front of, behind, under, etc.) in simple group shapes; and
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- explore how simple contact work with other learners is used to express ideas.
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Appreciation assessment
| The learner is able to: |
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- describe changes in quality of speed, tension and continuity, as well as rhythmic and spatial pattern formation in dances that they see;
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- interpret the qualitative, spatial and relationship qualities of a dance; and
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- evaluate the qualitative, spatial and relationship qualities of their own and other learners’ dances.
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ACTIVITY 3: THE CHAIR DANCE
In contrast with the previous activity, this dance is to be done in the
classroom and learners are seated at their desks. This spatial handicap will influence the physical movement of the learner. Therefore each movement should have a clear beginning, middle and end and involve improvising, exploring, selecting and refining content. Take into account the props involved: the chair and table or desk.
Music can accompany this dance; preferably a mid tempo beat (between 125 and 136 beats per minute). Choose your music according to the mood or theme you want to develop. R&B or Rock will work well with this dance. Make sure the music has a definite
4
4 beat:
/one two three four // one two three four /
