For these sessions, we continued the warm up games from the last session. To enhance the student lead activities, we then prepared and played each groups warm up games. For example, my groups game was jungle based.

The students started off walking as if they were walking through the jungle, then I would shout out an animal. For example, if I shouted out “monkey”, they’d have to jump about and act like a monkey. This involved the whole section having to listen to instructions, be aware of the available space so that they didn’t bump into anyone and it also included everyone. Games like these are a great way for children to focus their attention on the teacher and follow instructions, whilst also having fun.

We then continued to work on our performances with the addition of the Halloween moves. Each group had been given the same steps at the start of the dance workshops, but had all managed to successfully create different, unique dances. We then evaluated our dances as a group.

Once we all came together, we then practiced the whole routine from start to finish. This consisted of a starting pose which we all did in a Mexican wave style, then a spin. We then spaced out and did our section part of the dance. Next, individual groups took it in turns to perform their piece which they had been practicing in the previous weeks. Our section was last to perform. once all sections had performed their piece, we all gathered into the centre and fell to the ground to end the dance in time with the music.

The video can be found here under the dance section: http://moodle.uws.ac.uk/course/view.php?id=7698

After the previous week’s introduction to the ten basic steps of dance, we then applied this to maths equations. Each group was given a sheet of paper with ten maths equations written on it, and it was our job to work through these equations to come to an answer. The answers were 1 through to 10, and this would determine our sequence for the group dance.

Once the questions were complete, we worked out the sequence using the ten steps. This allowed us to improve our maths skills as well as work as a team. This would be a good idea to introduce to children, as they would improve numeracy skills, social skills and relates to other curricular areas. It can also provide them with a structure if they are not as confident in creating a dance routine independently.

I was able to plan the dance sequence out and then rehearse it with the rest of my group. First, we talked over the sequence of dance moves. This ensured that everyone had a rough idea of what was happening. Next, I acted out the moves slowly while naming them in front of my group so that they had a visual aid. Once they all had a chance to practice this, they became more confident in the sequence of moves, and knew what move came after another. We then worked out the timing to go with the music, and practiced it as a group so that the movements were fluid.

We were also introduced to some Halloween themed dance moves such as the cauldron, bat, skeleton and mummy. These tied in nicely as it was near Halloween. As a whole section, we practiced this for the last part of the workshop.

Dance – week 2

For the first week of dance, we discussed the importance of dance and how it can impact people both physically and mentally.

As this was the first input of dance, we took a little time to introduce ourselves. We done this by standing in a large circle and taking it in turns, we stepped into the middle of the circle and accompanied our introduction with a dance move of our choice. This was designed to “break the ice” and allow us to be more comfortable with performing dance moves in front of our peers.

Next, we played some warm up games. The first one that we were introduced to was called the “Jelly Bean Game”, which entailed listening closely to instructions given by the lecturer. For example, if they shouted “Runner Bean” we had to run on the spot. Another example would be “Jumping Bean” where we had to jump in the air. We were asked to run around the performance hall and complete these tasks.

After the introductions, we were then told about the 10 basic steps of dance. These included jump, turn, gesture, balance, slide, kick, roll, twist, hop and reach. Using these 10 steps, teachers are equipped with all the steps they need to create a basic routine, even if they have no prior dance experience.

Due to my previous extensive engagement with this aspect of the Arts, I felt very comfortable performing and choreographing dance moves. Having danced from a very young age, I have experienced the teaching of dance first-hand, therefore I am able to understand the children’s thought processes. In addition, I have also had the experience of teaching young children small routines, and worked closely with individuals to improve their basic dance steps. This has allowed me to be able to aid my peers in this module, as many of them have little/ no prior dance skills.