WEBVTT 00:00:03.204 --> 00:00:07.031 In this lesson we did two variations of the brain dance as a warm up. 00:00:07.031 --> 00:00:09.560 The first variation was seated on the floor and that presented 00:00:09.560 --> 00:00:12.146 the students with some challenges about how they can move through 00:00:12.146 --> 00:00:15.410 those patterns while remaining on the low level. 00:00:15.410 --> 00:00:17.365 And two, up. 00:00:18.215 --> 00:00:19.869 And two. 00:00:19.869 --> 00:00:20.908 Good. 00:00:20.908 --> 00:00:22.030 Now, what was the next one? 00:00:22.030 --> 00:00:22.791 Anyone remember? 00:00:22.791 --> 00:00:24.406 - Yes, Khalid. - Cut the body in half. 00:00:24.406 --> 00:00:26.293 Cut your body in half [inaudible]. 00:00:26.293 --> 00:00:27.732 Whoosh. 00:00:27.732 --> 00:00:28.882 Just [inaudible] 00:00:28.882 --> 00:00:29.829 Whoosh. 00:00:29.829 --> 00:00:31.375 Stretch, make it as crazy as you can. 00:00:31.375 --> 00:00:33.055 You can make sound effects like Julia. 00:00:33.055 --> 00:00:34.998 - Do you remember the last one is Judy? - Spinning. 00:00:34.998 --> 00:00:36.802 - Spinning. - We're going to spin on our bums. 00:00:36.802 --> 00:00:38.641 Six spins, round and round and round. 00:00:38.641 --> 00:00:39.527 Wee. 00:00:39.527 --> 00:00:42.019 And then the second variation we did is a mirroring activity 00:00:42.019 --> 00:00:45.289 where one student was the leader for one movement pattern 00:00:45.289 --> 00:00:47.848 and the next student was the leader for the next movement pattern 00:00:47.848 --> 00:00:51.974 and they had to try to remain in-sync with their partners as much as possible. 00:00:51.974 --> 00:00:55.657 Continue with the mirroring activity, where one student is the leader 00:00:55.657 --> 00:00:58.596 and the other students is facing them and trying to mirror their movements 00:00:58.596 --> 00:01:00.110 as accurately as possible. 00:01:00.110 --> 00:01:02.041 We're going to keep doing a little more mirroring 00:01:02.041 --> 00:01:04.433 but this time you're going to listen to the music, okay. 00:01:04.433 --> 00:01:07.346 So, you're going to move sharply when the music is sharp 00:01:07.346 --> 00:01:10.649 and you're going to move smoothly when the music is smooth, okay. 00:01:10.653 --> 00:01:13.009 But the same time we're going to try to mirror your partner. 00:01:13.009 --> 00:01:14.965 So, Ava is going to stand up. 00:01:14.965 --> 00:01:17.547 So, Ava is going to do something smooth for me. 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, 00:01:22.489 --> 00:01:26.757 it's really hard to tell who the leader is and who the follower is, right? 00:01:26.757 --> 00:01:30.205 Encourage students to begin using slow and simple movements 00:01:30.205 --> 00:01:32.861 so that their partner has the best chance at success. 00:01:32.861 --> 00:01:34.977 As partners become better at this activity, 00:01:34.977 --> 00:01:37.319 their movements can become faster and more complex. 00:01:37.319 --> 00:01:38.274 ♪ (music) ♪ 00:01:38.274 --> 00:01:39.942 So just smooth. 00:01:39.942 --> 00:01:42.612 If it's smoothly, you move smoothly. 00:01:43.632 --> 00:01:44.990 Now, smooth. 00:01:44.990 --> 00:01:47.028 Think about Tai Chi maybe. 00:01:47.028 --> 00:01:48.789 Tai Chi is much slower. 00:01:48.789 --> 00:01:50.296 ♪ (music) ♪ 00:01:52.123 --> 00:01:54.380 Ooh, I like that Trace, nice. 00:01:55.020 --> 00:01:58.340 Good, and whoever is the leader is going to change pretty soon. 00:01:58.340 --> 00:01:59.298 Nice, [inaudible] 00:01:59.298 --> 00:02:01.700 Think about that you don't have to do everything standing up, 00:02:01.700 --> 00:02:03.985 you can crouch down lower to the ground. 00:02:03.985 --> 00:02:05.651 You can take a leg back. 00:02:05.651 --> 00:02:08.621 Oh, this is really nice, Mirrabelle and [inaudible]. 00:02:09.251 --> 00:02:10.966 Good, now you're going to move sharp. 00:02:10.966 --> 00:02:11.689 Sharp. 00:02:11.689 --> 00:02:12.552 Sharp. 00:02:12.552 --> 00:02:15.192 So, whoever is the boss now is going to move sharply, sharp. 00:02:15.192 --> 00:02:17.112 Sharp, very nice, you two. 00:02:17.112 --> 00:02:18.746 Can you do that with your legs? 00:02:18.746 --> 00:02:21.871 Highlight the work of pairs who were moving very successfully 00:02:21.871 --> 00:02:25.243 in the mirroring relationship or who's movement was very interesting 00:02:25.243 --> 00:02:27.508 and unusual and share that with the class. 00:02:27.508 --> 00:02:31.044 I'm going to turn the music back on and Alya and Eliana are going 00:02:31.044 --> 00:02:33.974 to just quickly show some of the sharp stuff they were doing. 00:02:33.974 --> 00:02:36.019 ♪ (music) ♪ 00:02:38.369 --> 00:02:40.322 Good, that was really great. 00:02:40.322 --> 00:02:44.291 I really like that because they were using not just they-- a lot of you were using 00:02:44.291 --> 00:02:47.215 your whole arm which was also really good but they were getting into using 00:02:47.215 --> 00:02:48.863 their fingers and their wrists. 00:02:48.863 --> 00:02:52.289 Highlight a pair who learned that it was easier to move together 00:02:52.289 --> 00:02:54.277 when there was a pattern to their movement. 00:02:54.277 --> 00:02:57.076 So, for instance when the leader did one movement four more times 00:02:57.076 --> 00:03:00.020 and another movement four times, it was easier for their partner 00:03:00.020 --> 00:03:02.136 to mirror that movement accurately.