1 00:00:03,204 --> 00:00:07,031 In this lesson, we did two variations of the Brain Dance as a warm-up. 2 00:00:07,031 --> 00:00:09,095 The first variation was seated on the floor 3 00:00:09,095 --> 00:00:10,650 and that presented the students with some challenges 4 00:00:10,650 --> 00:00:13,136 about how they can move through those patterns 5 00:00:13,136 --> 00:00:15,410 while remaining on a low level. 6 00:00:15,410 --> 00:00:17,365 (teacher) And two, up. 7 00:00:18,215 --> 00:00:19,869 And two. 8 00:00:19,869 --> 00:00:20,908 Good. 9 00:00:20,908 --> 00:00:22,800 Now, what was the next one? Anyone remember? 10 00:00:22,800 --> 00:00:24,286 - Yes, Khalil? - Cut the body in half. 11 00:00:24,286 --> 00:00:26,293 Cut your body in half, that's right, Khalil, awesome. 12 00:00:26,293 --> 00:00:27,732 Whoosh. 13 00:00:27,732 --> 00:00:29,822 Just [inaudible]. Whoosh. 14 00:00:29,829 --> 00:00:31,295 Stretch, make it as big as you can. 15 00:00:31,295 --> 00:00:33,055 You can make sound effects like Jaleel. 16 00:00:33,055 --> 00:00:34,998 - Do you remember the last one, Judy? - Spinning. 17 00:00:34,998 --> 00:00:36,802 - Spinning. - We're going to spin on our bums. 18 00:00:36,802 --> 00:00:38,641 Six spins, round and round and round. 19 00:00:38,641 --> 00:00:39,647 (children) Whee! 20 00:00:39,647 --> 00:00:42,019 And then the second variation we did is a mirroring activity 21 00:00:42,019 --> 00:00:45,289 where one student was the leader for one movement pattern 22 00:00:45,289 --> 00:00:47,848 and the next student was the leader for the next movement pattern, 23 00:00:47,848 --> 00:00:51,974 and they had to try to remain in sync with their partner as much as possible. 24 00:00:51,974 --> 00:00:55,657 Continue with the mirroring activity, where one student is the leader 25 00:00:55,657 --> 00:00:58,596 and the other student is facing them and trying to mirror their movements 26 00:00:58,596 --> 00:01:00,110 as accurately as possible. 27 00:01:00,110 --> 00:01:02,041 We're going to keep doing a little more mirroring, 28 00:01:02,041 --> 00:01:04,433 but this time you're going to listen to the music, okay? 29 00:01:04,433 --> 00:01:07,346 So, you're going to move sharply when the music is sharp 30 00:01:07,346 --> 00:01:10,649 and you're going to move smoothly when the music is smooth, okay? 31 00:01:10,653 --> 00:01:12,689 But at the same time, you're going to try to mirror your partner. 32 00:01:12,689 --> 00:01:14,965 So, Ava is going to stand up. 33 00:01:14,965 --> 00:01:17,547 So, Ava is going to do something smooth for me. 34 00:01:19,007 --> 00:01:22,489 And I'm going to try to copy it as closely as I can, so that if I'm looking at it, 35 00:01:22,489 --> 00:01:26,757 it's really hard to tell who the leader is and who the follower is, right? 36 00:01:26,757 --> 00:01:30,205 Encourage students to begin using slow and simple movements 37 00:01:30,205 --> 00:01:32,861 so that their partner has the best chance at success. 38 00:01:32,861 --> 00:01:34,977 As partners become better at this activity, 39 00:01:34,977 --> 00:01:37,319 their movements can become faster and more complex. 40 00:01:37,319 --> 00:01:38,414 ♪ (music) ♪ 41 00:01:38,414 --> 00:01:39,942 So just smooth. 42 00:01:39,942 --> 00:01:42,292 If it's smooth, then you move smoothly. 43 00:01:43,862 --> 00:01:45,170 Now, smooth. 44 00:01:45,170 --> 00:01:47,028 Think about tai chi, maybe. 45 00:01:47,028 --> 00:01:48,789 Tai chi is much slower. 46 00:01:48,789 --> 00:01:50,636 ♪ (music) ♪ 47 00:01:52,123 --> 00:01:54,380 Ooh, I like that, [Trace], that's nice. 48 00:01:55,020 --> 00:01:58,340 Good, and whoever is the leader is going to change pretty soon. 49 00:01:58,340 --> 00:01:59,338 Nice, Yannis. 50 00:01:59,338 --> 00:02:01,700 Think about that you don't have to do everything standing up, 51 00:02:01,700 --> 00:02:03,985 you can crouch down lower to the ground. 52 00:02:03,985 --> 00:02:05,651 You can take a leg back. 53 00:02:05,651 --> 00:02:08,621 Oh, this is really nice, Mirabelle and [inaudible]. 54 00:02:09,251 --> 00:02:10,966 Good, now you're going to move sharp. 55 00:02:10,966 --> 00:02:12,539 Sharp! Sharp! 56 00:02:12,552 --> 00:02:14,512 So, whoever is the boss now is going to move sharply. 57 00:02:14,512 --> 00:02:17,112 Sharp, sharp, very nice, you two. 58 00:02:17,112 --> 00:02:18,746 Can you do that with your legs? 59 00:02:18,746 --> 00:02:21,871 Highlight the work of pairs who were moving very successfully 60 00:02:21,871 --> 00:02:23,453 in the mirroring relationship 61 00:02:23,453 --> 00:02:26,375 or whose movement was very interesting and unusual 62 00:02:26,375 --> 00:02:27,508 and share that with the class. 63 00:02:27,508 --> 00:02:28,686 I'm going to turn the music back on 64 00:02:28,686 --> 00:02:31,934 and Alya and Eliana are going to just quickly show 65 00:02:31,934 --> 00:02:33,974 some of the sharp stuff they were doing. 66 00:02:33,974 --> 00:02:36,019 ♪ (music) ♪ 67 00:02:38,369 --> 00:02:40,322 Good, that was really great. 68 00:02:40,322 --> 00:02:42,576 I really like that because they were using-- 69 00:02:43,196 --> 00:02:44,841 a lot of you were using your whole arm, 70 00:02:44,841 --> 00:02:45,865 which was also really good, 71 00:02:45,865 --> 00:02:48,863 but they were getting into using their fingers and their wrists. 72 00:02:48,863 --> 00:02:52,289 Highlight a pair who learned that it was easier to move together 73 00:02:52,289 --> 00:02:54,277 when there was a pattern to their movement. 74 00:02:54,277 --> 00:02:57,076 So, for instance, when the leader did one movement four times 75 00:02:57,076 --> 00:02:58,600 and then another movement four times, 76 00:02:58,600 --> 00:03:02,136 it was easier for that partner to mirror that movement accurately.