Warm up |
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| Warming up, stretch, rise, collapse | Drawing, telling | Twirl, swirl, whirl |
Body part articulation and quality of movement |
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| Body thinking | Bumping, lumping, clumping together | Body part articulation and quality of movement |
Run and shoot, spin and sparkle |
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| Running, shooting, disappearing | Body parts making points, close to the floor | Turning, whirling, twirling |
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Leaping |
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| Running, leaping arms wide shooting out | Leaping – forward motion, stretched arms and extended body | Leaping |
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| Arm movements – outstretched arms | Lifting and lowering of arms | Rolling – into centre and out |
Move and be still |
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| Rolling and rising – whirling, twirling, shapes | Mole movements – burrowing, making hump shapes, rolling, moving, changing directions | Whirling, twirling, star shapes – silence |
Direction changes |
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| Floor movements – rolling, rising, whirling | Running/walking – change direction | High and low shapes |
Star is born |
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| Lumping, clumping, bumping, burrowing | Awareness of the form | Cooperation: 'it's when everyone is doing the same thing' – Ivy |
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| Moving into the space, making star shape | Tunnelling on the sound of the drum | Leaping: body awareness |
Creating, responding, performing for families |
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| Making shapes: moving/stillness | Jumping: listening to cues in the music | Shapes: high, low, middle |
Posture and gesture |
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| Skilled body control: rolling – slow, rolling rocks | Stillness: round, tight shapes | Waltzing, skipping, swaying, swirling, twirling |
Shapes with acompanied sound of voice |
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| Rolling with material and rock formations | Skipping, swaying, arm gestures | Changing weight from one foot to the other – flitting from one pace to another – Light and Fast |
Sequencing movements |
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| Skipping, collapsing, rolling, rising, stretching | Moving as a group in the space | Relating to the stationary tree & fireflies landing on it |
Phrasing of movements with stillness – punctuating the movements |
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| Gymnastic style of relating group cohesion | Entering the space, then move and join | Talk through body part relaxation to reinforce the importance of finding a still place within your body |
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| Light and fast, moving and stillness – connected as a group | Capacity to lead the rest of the group – self regulation & comprehension of requirement | Move and stop – overall awareness of others in the space |
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| Development of individual movements: Ivy – rolling dance, holding feet and rolling over & over | Role of audience & the idea of "Learning by looking" | Low level floor creeping, crawling, backside shuffle, moving forwards on knees |
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| Signature dances emerging | Child initiated movements | High energy dances |
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| Children's distinctive dancing styles | Spinning cocoon | Arm gestures, stretching, elongating body |
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| Articulating body parts, open and close | Extending the torso: bending, balancing, turning | Curving, weaving, changing directions, changing leaders |
Cognitive engagement |
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| Ability to understand and find full dynamic range | Express ideas non-verbally and make sense of time & space | Make strategic, discriminatory choices |
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| Improvising, exploration, experimentation | Open and close, wrap and un-wrap | Peer on peer mentoring, creative process, self assessment |
Spontaneous solo |
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| Rolling with legs tucked up and emerging from closed – travelling | Sequence and pathways: clear beginning to performance | Shapes in space: controlled movements |
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| Physical and rhythmic expression | Personal dances/relationships: emotional connections | Exploration of dynamic variations: very strong = very light |
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| Interpret music through hand and arm gestures | Explore movements in an interpretation of the sound track through improvisation | Interpret sound differences: hard and soft music |
Breaking down skill development |
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| Closed shapes, slow opening | Flying, lifting, swooping, catching | Stretching and balancing |
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| Chest and arm extension | Developed collaborative skills, clear understanding, still and clear starting shapes and improvisation | Tumbling, rolling, flipping, head stands, somersaults: pushing the boundaries of the physical perspective |
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| Slow forwards walking contrasted by leaps, jumps and falls | Social play and group improvisation without words | Improvisation |
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| Social play and seeking partnership | Sequences and repetitive dances | Physical capabilities and creativity |
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| Development of individual dance sequences and themes | Careful thinking process and balancing technique | Combining choreography |
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| Thoughtful development of movements | Development of physical skills, language skills and creative thinking skills | Development of dance techniques and spatial awareness |
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| Deep level of engagement | The creation of personal dances that are both expressive and evoke an emotional feeling or response from the deep level of engagement audience |
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