Energy 1.3

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.