Maps 2.3

Now that the students have danced
through the entire sequence,

we're going to give them
some elements to focus on

and discuss how that's going
to become our criteria

as we watch each other do the movement.

What helps tell the story
if all we can use is our body.

If I'm really hauling in
heavy lobster trap--

if I do this,

does that work?

- No
- What's missing?

You really got to show that it's so heavy.

Okay, but you're showing it
that it's so heavy with your voice.

How else can you show it?

- In your face.
- Show me with your face.

That's excellent.

Everybody show me it's a really
heavy trap with your face, go.

As the students are performing
their own individual ideas

but doing it in a group,
we want to bring back

that idea from the warm-up
of moving with an idea

of our own personal space
and having respect for the people

that we dance with on stage.

Alright, come join our audience.

♪ (music) ♪

Are they standing tall
for the national anthem?

This is the east.

East.

This is the South.

And march.

This is the west.

Now tell me with your voice and show me.

North.

East.

South.

West.

Again.

North.

East.

South.

West.

Spin on your maps.

Spin in the middle of your compass.

Pick a direction.

Show.

Spin.

Pick a direction and show.

Alright, get into your climbing position.

Up the mountain.

Good, now ski.

Good. Climb up the mountain.

Reach. Reach.

And ski.

Okay, find your lighthouse.

Show the audience your lighthouse.

Alright, rowers steer your boat.

Good grab a trap. Show us.

Good. Row.

Grab a trap.

Now that the students
have performed for each other,

ask them to reflect
on what they've seen.

What elements of pathway
or shape or energy

did they see their friends using
as they were performing the dance?