Energy 1.2

With the students,

build a list of sharp movements
and a list of smooth movements.

(teacher) So what would be some strong,
sudden movements you could do?

Yes, Mirabel?

Punch, so that’s a good one. Punch.

What's another kind
of strong, sudden action?

- Anna Luce?
- Kick.

Kick would be a good
other strong, sudden action.

Now students will experiment
with the list of sharp movements

that they built together.

(teacher) Any of those movements.

Good, I like the kicking
that they're doing.

♪ (music) ♪

Oh, excellent.

Don't actually punch each other.

Okay, and rest!

After students have experimented
with a variety of sharp movements,

ask them to come up
and ask the other students,

who are observing one or two students
who are performing sharp movements,

to analyze the movement
and to look at what happens

just prior to a student
doing a sharp movement.

Now, do you see what happens
just before they do it?

Students will notice that prior
to performing a sharp movement,

students will perform a softer movement
to prepare the body.

You might be thinking,
"Punching? This is not safe."

Punching can be done safely,
just as kicking can be done safely.

You need to discuss with your students

how to leave an appropriate amount
of space around them

so that they're not going to ever contact
the student that they're working with.

We're going to create
another list of words.

So we talked about really strong words--

this is our really strong
word list, right?

Now we're going to take a list of words
that are really light movements.

Once students have experimented
with their sharp movement words,

now we're going to create
a list of soft movement words together.

- To blow?
- (teacher) Blow.

- (teacher) Kelly?
- To touch?

(teacher) To touch.

- (teacher) Okay, Veena?
- To raise your hand?

(teacher) Okay.
What's another word we could use?

- Stretch.
- (teacher) Stretch!

Oh, I like that word-- stretch.

Students will create
a movement phrase now

using contrasting movements
from their soft and strong lists.

When I say go, only when I say go,

you're going to get into partners
or a group of three,

and you're going to create
what we call a movement phrase.

So this movement phrase
is going to alternate

between strong movements
and soft movements,

so it's going to go strong, soft,
strong, soft, strong, soft, strong, soft.

Check for understanding with thumbs up,
thumbs sideways, or thumbs down.

Students who are indicating
that they do not understand

might need some extra support
in being successful.

You understand, you're confused,

or you really don't know
what I'm talking about.

You understand-- can I see?

Understand, confused,
really don't know what I'm talking about.

While students are working
in small groups on their movement phrases,

circulate throughout the room

and check for understanding
with each group.

Provide support where necessary

and make sure that students
are remaining on task.

If you notice that a group of students
is favoring one type of movement

and really neglecting other types
of movement from the list,

you may want to intervene and prompt them

to experiment
with other words from the list.

I'm looking for different levels
that we talked about, right?

So not everybody standing all the time.

I'm looking for contrast
in your movement,

so not always the same thing over,

not a whole dance about punching.

Not that anyone would do that.

As students have been working
for a few minutes,

take a moment to look at success criteria

that you will have posted for them.

These are the criteria
that you have created,

and that they may have criteria
that they would like to add

for what makes a successful dance phrase
in this assignment.