Dancing Rocks! 4.3

CANADA'S NATIONAL BALLET SCHOOL
Sharing Dance

Now that we've added
in this new metamorphic section

we'll return to the beginning
and see if we can put

the whole sequence together

beginning all the way back to sedimentary
and moving through each section

and still the end of the music.

We are going try it from sedimentary.

to igneous, to your extrusive
and intrusive igneous poses,

to metamorphic, to your mountain
and I like Clarise's idea,

and as long as you're responsibile
about how you explode

I'd like you to try
on the last sound of the music

to explode your mountain.

This is the first time the students
will perform the dance

from the beginning of the music
right through to the end.

So the focus is really on them
remembering the sequences

and creating smooth transitions

from one section of the dance to the next.

We are starting from sedimentary rocks.

Now, let me just ask you and you answer
this question inside your head,

so don't answer it outside your head,
answer it inside your head.

My partner four layers
and layers of rock is?

Just say their names inside your head.

And now inside your head,
think about the place

where you are going to meet your group
for your extrusive pose.

Definitely we take multiple approaches
when we are working with the students

Sometimes I feel like their energy
is a little low,

so I'll jump in and dance along
and become guffy and help

[inaudible] up a little bit,

and give them examples
of different ways they can move.

Sedementary rock.

Sedementary rock.

- Sedimentary rock.
- Whose your partner?

Layers of layers of rock.

Layers of layers of rock.

Layers of layers of rock.

Layers of layers of rock.

What's next?

Sometimes I'll stand back
and observe the group

but still be vocally cuing them
as to what comes next,

so I might say,
"Get ready to make your pose"

or just give them some verbal tips
or even tips with my drum

that will hint to them
what movement they should do.

Your magma hot below the earth.

Lava goes.

(music)

Two more times dipick different ways.

Is your lava flowing under the earth?

I think [inaudible] laval is bubbling.

Good.

Oops.

That's one.

And then sometimes I try
and pull back a little even more

and let them remember
the sequence all on their own.

So I think there's a multitude
of ways that you can

get involved with the class.

The more new the material,
the more verbal and physical I am,

the more that they have practiced it
the more I try and pull away and let them

take ownership of the movement.

(music)

- Say it.
- Metamorphic, metamorphic.

Metamorphic, metamorphic.

(music continues)

Keeping pushing don't use your voice.

Metamorphic, metamorphic,
metamorphic, metamorphic.

Don't touch your neighbors.

Metamorphic, metamorphic, metamorphic

I think I was really proud
of the students at the end of the class

that they could work their way
from the beginning of the dance to the end

with really minimal cues and help from me.

I think we could celebrate
that as a big success for the day

that they knew the material,

that they knew how to transition
from one section to the next.

They knew who their partner was,
they knew where in space.

So for our first day putting the material
together from beginning to end

I felt like that was
a really great success.

It set us up to build
on that success in the next lesson

and add in new criteria
and new ways to achieve.

You've learned the whole dance
but that doesn't mean

that we don't have
an important job to do tomorrow.

Tomorrow, we're going
to rehearse the dance.

We are going to see if there's any ways

that we can polish
the dance until it shines.

Most of the content for the dance is done

but we'll definitely spend
some time in the next lesson

refining some of the material
and adding some detail

into the metamorphic section.