The more definite the beat, the easier it will be for the learner to create his/her movements.
- Explore different upper body alignment while sitting (e.g. sitting up straight, bending forward, bending to the side).
- Explore different head movements.
- Explore different arm movements (e.g. arm direction, bent or straight arms, circles).
- Select upper body, head and arm movements and combine.
- Work on repetition of selected movements.
- Explore a variety of leg movements while sitting down.
- Explore turning while sitting down (e.g. rotating on chair).
- Explore spatial availability around the desk and chair area (standing on chair, sitting on desk, standing next to chair).
- Design a combination from selected movements to choreograph the Chair Dance.
- Explore using the desk or table as a means of keeping the beat (e.g. hitting with hand on table, stomping feet on the floor).
- Incorporate sound and movement to the choreography of the dance.
Helpful Hints:
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Disciplinary structure : every time you put your hands on your head, the class must refrain from their activity and imitate your action.
- Divide the class in two (back of class and front of class). Guide the learners to work with levels. Every time the back of the class does a high level movement, the front of the class must do a low or middle level movement.
- For fun you can incorporate the “Mexican Wave” into the choreography.
- Do not choreograph the dance – let the learners decide which movements to add to the choreography.
- Make sure the beat and tempo of the music is honoured.
- Implement syncopation and synchronization – this will discipline and subconsciously force the learners to work together as a large group in order for the dance to be visually aesthetic.
ASSESSMENT
Creativity assessment
| The learner is able to: |
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- examine and discover how to execute a series of appropriate movements within the spatial limitations;
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- select appropriate actions and use parts of the body suitably in the spatial and musical context;
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- improvise a series of movements by considering qualities, space and relationships;
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- create sequences that complement the music that is being used; and
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- discover and select a series of actions, qualities, spatial elements and relationships that describe the theme.
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Appreciation assessment
| The learner is able to: |
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- perform the dance with music and movement and demonstrate development awareness of the features of the dance;
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- remember, rehearse and perform the dance that has been developed;
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- demonstrate an awareness of the structure of the dances during the performance; and
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- develop performance skills in the dance before an audience.
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ACTIVITY 4: COOL DOWN AND STRETCH
It is important for the muscles used during the dance classes 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, lactic acid is distributed through the muscles and absorbed into the body.
Choose music with a slow tempo (between 84 bpm and 125 bpm) and a melodic melody. Ballads work very well.
- Follow the procedure in the module.
- Bow to your class and they acknowledge by also bowing (curtsy – when knees are bent and the head is slightly inclined).
Hints:
- Hold all stretches for eight counts/beats.
- The cooldown should not be less than three minutes and not more than five.
- All stretches must be executed
slowly to avoid injury.
- Make sure the class executes the stretches correctly to avoid injury.
- Deliver your instructions and demonstrations clear and audible.
- If the class still appears to be lively after the cooldown, let them lie on the floor (or sit at their desks with their heads on the desks) with their eyes closed while the music is playing softly in the background. You can use this time for a visualisation exercise.
