1.3 Warm-up and skill-building rituals  (Page 5/5)

Have the learners explore movement that occurs between partners:

• at the same time

- immediately after another learner.

Have the learners explore the following:

• copy or match : learners perform the same movement – right and left sides of the body move in the same way
• mirror : learners face their partners and perform the same movement on opposite sides as if they are looking in a mirror
• echo : one of the partners performs a movement and the other one repeats the same movement after a brief pause
• unison : learners perform the same movement at the same time
• successive: one of the partners begins a movement during the same movement by the other partner or immediately after it – domino-effect
• shadow : one of the partners follows in back of the other partner, performing the same movement at the same time
• call and respond : like having a conversation with movement instead of words – the movements can be exactly the same or very different
• contrast: learners perform a movement or still shape that is opposite to the movement of the other partner – a stretched out movement can be contrasted by a closed movement; a forward movement can be contrasted by a backward movement; light by strong
• connected: the partners move or make a still shape connected by one or more body parts
• supported : one partner hold some or all the body weight of the other partner, as in leaning on the partner or lifting the partner in the air

- meeting and parting : describes how partners move in space with each other – towards each other to meet and move away as they part

Exercise 2: dancing with partners

Select movements from the previous exercise and have the class experiment with the selected movements.

Add music to the movements – preferably music with a 4/4 beat to which the learners can relate and that is not too fast.

Combine the movements to make a short dance.

Exercise 3: partners, trust and weight

With the previous exercises the learners have experienced moving with each other and even touching and lifting each other – with this exercise your aim is to install an element of trust between the partners in order for them to move comfortably and freely without feeling self-conscious or afraid.

Have the learners stay with their previous partners – even if they did not like them.

The exercises are fully described in Activities for the learner .

Have the learners execute these exercises with your guidance.

Work at a relatively slow tempo.

Install a disciplinary structure as these exercises can create excitement amongst the learners.

Exercise 4 : Partners!

Have the learners select movements from the previous exercises.

Combine the selected movements and have the learners execute the movements in succession to music.

Divide the class up into two.

Have the groups perform their combinations to each other.

Helpful hints

It is important that partners match each other physically.

Have the learners practise feeling their own central line of balance and its relationship in order to work successfully with a partner.

Partners must learn to breathe and balance together.

Do not have the learners do movements that are too complicated or physically demanding – they will get hurt.

Lifts require precise timing and co-ordination from both partners.

To avoid damaging the backs, the partners that lifts must hold his abdominal muscles tight while bending his knees, keeping his weight centred through his body

Be sure to get the attention of the class by linking the exercises with any special interest they might have, such as games.

Each exercise can be taught first without music, so that you can correct and explain.

Make explanations brief and interesting.

Disciplinary structure: every time you feel that the class is getting to be too boisterous you can have the partners stand still back to back in an upright position on a command of your choice, e.g. clap your hands, blow a whistle, beat a drum, stop or start music, etc.

ACTIVITY 3: COOLDOWN AND STRETCH AFTER THE ACTIVITY

[LO 3.3]

It is important for the muscles used during the activities to be stretched and the learners to be cooled down in order for them to function in the other classes.

Muscles contract during exercise and dance, creating lactic acid build-up. If the muscles are not stretched and lengthened after the exercise, the lactic acid build-up will cause stiffness and sore muscles, lasting up to three days. With stretching exercises lactic acid is distributed through the muscles and absorbed into the body.

Choose music with a slow tempo (between 84 bpm and 125 bpm). Ballads work very well.

Helpful hints:

Hold all stretches for 8 counts/beats.

The cooldown should not be less than three minutes or more than five minutes.

All stretches must be executed slowly to avoid injury.

Make sure the class executes the stretches correctly to avoid injury.

Deliver your instructions and demonstration clear and audible.

If the class still appears lively after the cooldown, extend the time stretching on the floor and delay the class getting up for a few minutes while the music is playing softly in the background.