Dancing Rocks! 4.3

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 at sedimentary
and moving through each section

until 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 Clarissa's idea,

and as long as you're responsible
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're starting from sedimentary rock.

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 for layers
and layers of rock is?

Just say their names inside your head.

And now, inside your head,
think about the place

where you're going to meet your group
for your extrusive pose.

Definitely, we take multiple approaches
when working with the students.

Sometimes I feel
that their energy is a little low,

so I'll jump in and dance along
and become goofy,

and help rev them up a little bit,

and give them examples
of different ways they can move.

(children) Sedimentary rock.

Sedimentary rock.

- Sedimentary rock.
- (instructor) Who's your partner?

(children) Layers and layers of rock.

Layers and layers of rock.

Layers and layers of rock.

(louder) Layers and layers of rock!

(instructor) What's next?

Sometimes I'll stand back
and observe the group

but still be vocally cueing 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, depict different ways.

Is your lava flowing under the earth?

I think [Luana's] lava is bubbling.

Good.

Oops.

Last 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've 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) ♪

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 to stand 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're 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 in some detail
to the metamorphic section.