2.2 Dance: warming up  (Page 3/6)

Choose music with a slow tempo.

Breathing exercise

Stand with feet a hip width apart, arms hanging down the sides.

Inhale through the nose, raising arms above the head.

Exhale through the mouth dropping arms to sides and bending knees at the same time.

Repeat four times.

Neck stretch

Raise right arm straight up, put arm over head and touch left side of the head.

Slowly pull the head to the right side towards the right shoulder and drop the left shoulder.

Repeat on left side.

Chest and arm stretch

Take arms straight back and clasp hands behind the back.Open chest area. Pull arms away from body.

Back and arm stretch

Bring arms straight forward. Clasp hands. Open up shoulder blades. Contract abdominals (stomach muscles). Bend body slightly forward with knees bent. Pull arms away from body. Drop head.

Hamstring stretch

Stand up straight legs apart. Cross legs (one leg over the other with straight knees). Slowly bend body forward, trying to touch the floor with your hands.

Change legs to stretch other side.

Quadriceps stretch

Stand up straight with feet a hip width apart. Lift one leg to back bending at the knee (heel to buttocks). Keep supporting leg slightly bent. Hold and pull foot toward the buttocks with your hand. Extend other arm for balance.

Change legs.

Shake all body parts loose.

Repeat breathing exercise.

Hold all stretches for eight counts.

The cool down should not be shorter than three minutesand not longer than five minutes.

All stretches must be executed slowly to avoid injury.

Assessment

Learning Outcomes(LOs)

LO 4

EXPRESSION AND COMMUNICATION The learner is able to analyse and use multiple forms of communication and expression in Arts and Culture.

We know this when the learner:

MUSIC (4.3 – 4.5)

• identifies and sings songs from different societies, cultures and contexts, that seem to communicate the same idea
• uses own compositions of poetry and song to draw attention to current social and environmental issues;
• communicates a musical intention using the interface of pitch-based harmony (mellophony) instruments.

DRAMA (4.2)

• dramatises social, cultural or environmental issues through the use of different drama techniques such as tableaux, verbal dynamic sequences or role-plays.

DANCE (4.1)

• dances in different places (e.g. inside and outside, in the classroom, on stage, on wood, concrete, grass or mud), and describes how dance is affected by space and the physical environments.

VISUAL ARTS (4.6)

• shows and explains the use of colour, pattern, design, signs and symbols in own home, in various cultures, and in the built environment.

Memorandum

Introduction

With this module, individually, in pairs, in small groups and (with the educator as guide) in larger groups, with or without accompaniment and through different dances, learners should be guided to enrich their movements by varying speed, tension, continuity, rhythm, shape, size, direction and level in varying spatial relationships using unison.

Interpretations of the above statement should be defined in the dance content: qualities, space and relationships.