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.