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In this lesson, we did two variations[br]of the Brain Dance as a warm-up.

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The first variation[br]was seated on the floor

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and that presented the students[br]with some challenges

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about how they can move[br]through those patterns

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while remaining on a low level.

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(teacher) And two, up.

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And two.

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Good.

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Now, what was the next one?[br]Anyone remember?

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- Yes, Khalil?[br]- Cut the body in half.

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Cut your body in half,[br]that's right, Khalil, awesome.

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Whoosh.

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Just [inaudible]. Whoosh.

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Stretch, make it as big as you can.

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You can make sound effects like Jaleel.

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- Do you remember the last one, Judy?[br]- Spinning.

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- Spinning.[br]- We're going to spin on our bums.

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Six spins, round and round and round.

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(children) Whee!

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And then the second variation[br]we did is a mirroring activity

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where one student was the leader[br]for one movement pattern

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and the next student was the leader[br]for the next movement pattern,

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and they had to try to remain in sync[br]with their partner as much as possible.

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Continue with the mirroring activity,[br]where one student is the leader

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and the other student is facing them[br]and trying to mirror their movements

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as accurately as possible.

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We're going to keep doing[br]a little more mirroring,

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but this time you're going[br]to listen to the music, okay?

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So, you're going to move sharply[br]when the music is sharp

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and you're going to move smoothly[br]when the music is smooth, okay?

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But at the same time, you're going to try[br]to mirror your partner.

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So, Ava is going to stand up.

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So, Ava is going to do[br]something smooth for me.

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And I'm going to try to copy it as closely[br]as I can, so that if I'm looking at it,

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it's really hard to tell who the leader is[br]and who the follower is, right?

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Encourage students to begin using[br]slow and simple movements

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so that their partner[br]has the best chance at success.

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As partners become better[br]at this activity,

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their movements can become faster[br]and more complex.

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♪ (music) ♪

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So just smooth.

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If it's smooth, then you move smoothly.

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Now, smooth.

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Think about tai chi, maybe.

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Tai chi is much slower.

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♪ (music) ♪

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Ooh, I like that, [Trace], that's nice.

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Good, and whoever is the leader[br]is going to change pretty soon.

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Nice, Yannis.

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Think about that you don't have to do[br]everything standing up,

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you can crouch down lower to the ground.

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You can take a leg back.

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Oh, this is really nice, Mirabelle[br]and [inaudible].

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Good, now you're going to move sharp.

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Sharp! Sharp!

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So, whoever is the boss now[br]is going to move sharply.

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Sharp, sharp, very nice, you two.

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Can you do that with your legs?

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Highlight the work of pairs[br]who were moving very successfully

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in the mirroring relationship

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or whose movement[br]was very interesting and unusual

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and share that with the class.

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I'm going to turn the music back on

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and Alya and Eliana are going[br]to just quickly show

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some of the sharp stuff they were doing.

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♪ (music) ♪

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Good, that was really great.

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I really like that[br]because they were using--

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a lot of you were using your whole arm,

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which was also really good,

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but they were getting into using[br]their fingers and their wrists.

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Highlight a pair who learned[br]that it was easier to move together

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when there was a pattern[br]to their movement.

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So, for instance, when the leader did[br]one movement four times

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and then another movement four times,

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it was easier for that partner[br]to mirror that movement accurately.