-
Have students show their work
where they are,
-
instead of creating a stage area
and an audience area.
-
This makes sharing much faster,
-
as students just sit down
and the stage moves
-
depending on where it is in the room.
-
Students can turn their bodies
-
and view the dances
that their peers have created
-
without you having to create
an audience area and a stage area.
-
♪ (music) ♪
-
(teacher) Very nice.
-
As each group presents
their movement phrase,
-
provide feedback either from the teacher
-
or from the students
-
that is based on the success criteria
that are posted.
-
The thing where he was tripping Mac.
-
Mac, he sort of forgot to react to it
for a second there.
-
(teacher) Okay, so his reaction
was a little delayed, you thought.
-
- Ratoul?
- Clear ending?
-
(teacher) Clear endings, and what was
the ending for all three of them?
-
They all ended on the ground.
-
(teacher) They all ended on the ground--
they all ended on a low level.
-
So this is an interesting question
to think about
-
for when you do work tomorrow.
-
How can you make an ending clear
without ending on the floor?
-
(teacher) I don’t want an answer,
but just think about that for tomorrow.
-
Do we have one more group
or two more groups?
-
We have two more groups:
-
Kelly’s group and Yannis’s group.
-
No, they took a pass.
-
We use sometimes an idea
called "right to pass,"
-
where students have the right to say
-
they don’t want to present,
-
or they don’t want to share their work,
-
and that’s a great thing to use sometimes
-
to help students to become comfortable.
-
Eventually students will have to share,
-
as we get further on in the unit,
-
because we need to understand
-
that everybody needs
to share their work at some point,
-
but having "right to pass"
early in the unit allows students
-
to sort of slowly get comfortable
with the idea of dance
-
and the idea of sharing their work.
-
♪ (music) ♪
-
(narrator) As an extension,
you could try these activities
-
with different pieces of music,
-
so that students can see how the music
affects the way that they move.
-
♪ (music) ♪
-
(teacher) Very nice.
-
(applause)
-
♪ (music) ♪
-
The parts that I especially like
were this part--
-
that slicing action--
-
and I especially liked Larissa’s reaction.
-
Provide some time
at the end of the lesson
-
for students to give you feedback
-
on what they enjoyed
or didn’t enjoy during the lesson.
-
I would like a very fast "high, low,"
-
so that means I would like to know
-
what you liked the best out
of what we did this afternoon,
-
and what maybe I should change
the next time I do it.
-
Just now when we had
to make up our dance.
-
(teacher) You liked
making up your dance? Awesome.
-
Going into partners and getting,
like, doing it with other people
-
that we don’t really know,
-
even though that we know all of…
-
(teacher) Yep, so you know
them a little bit
-
but not in this way.