Categotry Archives: Schools

Street Detectives

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By Georgie Tedora, Level Two TRS Teacher and Educating Dance Teacher

This term I was working with Year 2 at Miers court Primary and I had already heard such great things about this school from Rebecca, no pressure taking over her wonderful work! Year 2 were looking at their local area and what they had around them and so we became street detectives!

We started with our warm up, ‘Inspector gadget’, where we incorporated some street dance moves. In the warm up we went on a journey to see what places we could find, we came across a; park, church, school, leisure centre, post office and finally a supermarket. Each place had a different action to it for example we stamped at the post office, and reached to the top shelf of the supermarket.

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We drew our own maps! After talking about the countryside (having squiggly lines!) and the town centre (having straight lines!) each group decided what map they would draw. They then created their dance by following their own maps. They used different levels to create movements from one road to another. Year 2 were very creative with this, we even had some frog jumps and army crawls!

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Our group piece was an element of surprise to us all. The children chose 4 places at random, and 2 modes of transport for our travel. We then choreographed our big routine using ideas from the previous dances but also some more movements of their own. We had a long supermarket line with one group and they were all scanning items at the checkout. The other group created a fantastic park, where some were the roundabout, some were swings, and even a climbing frame! The train popped up in both routines, but we also had a bicycle and a bus!

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We had so much material, when week 5 came along for our structuring lesson, the dance was around 10 minutes long each!

Show day came around so quickly and they were fantastic. Each group really performed, we had some great facial expressions when we were detectives! The children did so well to remember all their material and I am very proud of them!

It was such a pleasure teaching year 2, and I can’t wait to teach my next group at Miers court Primary.

Enjoy the video!

 

 

 

 

 

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Fitness Tips

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Steph and I have a bit of a fitness focus at the moment (we’ve been training teachers at Balfour Infants School!) so we thought we’d share our TOP FIVE TIPS AND IDEAS for getting fitness into the dance class.

1_green-svgExtend it bit by bit:

Teachers can add a little more onto the warm up each week to increase stamina and fitness levels. Perhaps doing an extra count of 8 each week or adding an extra stop in a Circuit Warm Up.

What’s the Circuit Warm Up??
A warm up that gives pupils ownership of their movement and encourages them to work as hard as they think they can.

  • Go around the room showing dancers the pictures / objects and the movement that relates to them.
  • Dancers are divided between the stops on the circuit.
  • When the music starts pupils do as expected for their stop.
  • Teacher signifies when to move to the next stop on the circuit.
  • Continue this process until everyone has been to every stop.
  • If time, ask pupils to choose their favourite stop and try to do even better than last time (competing against themselves)

Here’s our dinosaur example!
Diplodocus stretch, Iguanodon strength (plank), Confuciusornis flying jumps with wing arms, Eoraptor speedy run on the spot, Ankylosauras tail swing (laying on tummies swinging legs), Tyrannosauras partner balance using short arms (glueing elbows to tummies)

Or you could ask the pupils for movements instead!

The photo on the right is the Diploducus stretch!

 

number-2-clipart-dc6aeamc9Sneak in the Healthy Living Knowledge:

Teachers can talk about changes to the body after a particularly vigorous warm up and ask questions like, what do you notice about the heart beat?

If you’re extending the content each week (see number 1) noticing an increase in stamina would fit perfectly. What about food for a healthy dancer?

 

number-3-clip-art-at-clker-com-vector-clip-art-online-royalty-free-j2uq8g-clipartThe Fitness Six…

There are so many warm ups, games and cool downs that require a selection of different movements. The Circuit Warm Up, Plates!, Travel/Stop, Sets of Eight and the list goes on. Next time you use one of these warm ups why not try using one of each of the following? It will force the movements to be varied and the dancers benefit from all the different areas of development.

Strengthening, Balance, Cardio, Agility, Stretch and Teamwork

imag4543What is Plates!??
This is an extremely versatile warm up that can also be done as a game or a section of warm up if the teacher prefers not to use all the warm up elements in it. The teacher will need to use paper plates with small pictures and a few words on them to represent each movement.

  • Go around the room with the dancers placing the plates in spaces and explaining the movements. The items on each plate must relate to the theme.
  • Dancers space out in the room, away from the plates.
  • When the music starts the dancers move around the room.
  • When the tea
    cher waves the tambourine or shouts ‘plates!’ dancers go to the nearest plate and follow its instructions.
  • The next time the teacher waves the tambourine or shouts ‘walk’ pupils go back to walking around the room and so on.

Our Animal Opposites (High and Low) example:
HIGH: Giraffe Tip Toe Balance, Flying Eagle, Frog Jumps
LOW: Wiggley Worms, Clawing Tiger, Spikey Crab

In the photo… Our Medieval Castles (Castle Parts):
Battlement Jumps, Butress Counter Balance, Drawbridge Press Ups (adapted for pupils’ level for safety), Swimming in The Moat, The Tower Stretch, Rampart Star Jumps

 

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Choreograph It In…
When it comes to the choreography section of a class or workshop, sometimes the pace can slow. To keep the fitness focus why not set tasks that encourage the dancers to include certain movements?

  • Ask the dancers to include at least one jumping movement.
  • You could use The Fitness Six of the 5 (or 6!) basic actions.
  • Give them a time limit for their choreography (see tip number 5)
  • Add an opposites theme such as fast/slow or high/low.

 

5Use Music to encourage fitness…

There are obviously some songs that lend themselves to being used in a fitness focused dance class (carnival songs, drumming, instrumental pop or hip hop songs), but there are also other ways to use music to increase fitness in the dance class.

  • Zorba the Greek is a song with a clear beat. It starts slowly and gets faster and faster. Even just using it in the background during choreography can make dancers work faster. Try putting a set of eight easy movements to this music. By the end it will be difficult, really silly and a lot of fun!
  • The Countdown Timer is a famous sound clip and you can get the 30 second long one.
    Why not set a task such as create the starting position, play the song and then move onto the next task straight away. This way the dancers have to work fast so choreography can be completed really quickly, but it also gets them excited! Dancers created the freeze frame on the right in 30 seconds and even included levels and thought about hands and heads!

 

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Moon Zoom

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20161123_150650This term I worked with Year 1 at Miers Court Primary School. Moon Zoom was our theme and we used their class book, ‘Man on the Moon’ by Simon Bartram as inspiration for some of the motifs.

The dancers began by doing a warm up about Bob’s commute to the moon and some Rocket jumps. They did leaps, feet together jumps, hops and many more. Their jumping improved as the term went on, as did their stamina!

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We did some moon walking. They moon walked on a difficult pathway, but got the hang of it. They impressed me even more when we had to change the pathway on the day of the performance because there was staging out in the hall!

 

20161124_1334450Each class made a giant rocket with their bodies and they choreographed Alien Motifs in small groups. They did really well as this is the first time they’d ever choreographed a dance sequence in small groups. Some of the movements were hilarious. We had aliens that couldn’t control their tongues, aliens with many legs and some had ‘random wiggly bits’.

20161124_145430In the 5th lesson we put everything together to make one, very long dance. It wasn’t meant to be 10 minutes long, but they really got the hang of slow floaty moon walking so it just took longer!!

The performance was fantastic. They were very brave, remembered to smile and did really well to remember the movements as, for the first time, they didn’t have an adult performing with them.

As always at Miers Court Primary, I had a fantastic term, but this one was extra special and moving. This was my last before maternity leave. Level Two TRS Teacher and Educating Dance Teacher, Georgia Tedora will be taking over from January. I’m sure she’ll have a wonderful time!

Here’s the Moon Zoom video!

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Phonics at All Hands

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On Monday we had our All Hands Meeting. We have one every six months and it’s a chance for the team to get together, find out what’s been happening in the company and to plan for its future. Each time we try to have something a bit extra and this time we learnt a bit about phonics!

TRS Teacher Alice used to work as a teaching assistant and in her role at school she learnt a lot about phonics. She was kind enough to share a little of this knowledge so that we could get some insight into what the children learn in class. The Educating Dance teachers (the TRS Teachers training in the TRS cross-curricular approach) also gained some ideas for their classes.

Phonics is an approach used by primary school teachers to teach reading and spelling. Pupils learn sounds of letters and groups of letters and are able to break words down so that they can work out how to write/read the words themselves. They learn quickly and gain independence. When I saw Alice using phonics in her dance cllettersoundsass I thought it would be an excellent thing to share with the TRS Teachers. A chance for them to enhance pupils learning and make their classes flow well with what the dancers are already doing in school.

Alice shared the phonics sounds with us first (some are listed on the left). There are lots to learn. Not just the letters of the alphabet, but also the sounds as letters join together to create phonemes. It surprised the TRS Teachers that children learn so much in the process of learning to write and read. It works though!

20160229_133933Next we thought of some ideas for using phonics in class. Things like warm ups that involve phonemes that sound almost the same such as i, ie, igh etc. Perhaps the teacher could give a word containing one of these and the dancers could move to the space that represents the correct one. When we introduce keywords in cross-curricular dance we can now spell them out in a way that dancers will most relate to. Choreography often comes up in class and confuses everyone! This might make things easier. We also talked about the benefits of using phonics in our English cross-curricular classes such as Extended Sentences or during Book Week (the photo shows a BFG workshop during Book Week 2016).

We were left with many ideas and some new knowledge to put into practice! Thank you Alice for sharing. I look forward to the results.

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Gods and Goddesses

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This term Miers Court Primary welcomed back the school year with a Gods and Goddesses theme. Georgie and I had the pleasure of teaching Year 3 and we’ve really enjoyed ourselves. This was their third show so they knew what was expected and they totally stepped up to the mark.

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The six weeks have flown by, but we’ve gotten so much done! The first thing the classes learnt was their warm up. I taught them a warm up dance to Zero to Hero and we had a lot of laughs being strong and powerful. We talked about the differences between a hero and a God and then moved onto our God Motifs.

 

Each group had a different God or Goddess to teach the rest of the class about. They had to use the facts to choreograph movements and, once finished, they showed their motifs to the rest of the class and told them about their God or Goddess. Everyone worked really hard and there were some fantastic ideas. Favorites included Poseidon’s dolphins and the lightening of Zeus.

At the end of the first lesson both classes learnt about Mount Olympus (home of the Gods and Goddesses) and made a giant class shape to represent it. There were high, middle and low-level shapes and everyone had a different position to remember. For a bit of fun in the next five lessons, they had to rush into their Mount Olympus shape as they arrived. I only gave them one minute to co
me in, shoes and socks off, then into place. They somehow managed it every time!

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The final three sessions before the show were devoted to myths. The whole class wrote a myth all together. There were pot luck cards to choose from so that each class had a setting, two characters and something extra. It turned out they both had Hera’s peacock as the something extra and for some reason both peacocks were quite mischievous! Other than that, both Myth Motifs were very different.

We spent one lesson rehearsing and bringing all the motifs together to form a long dance. It was a huge amount to remember, but both classes rose to the challenge and, as the audience saw in the final lesson, they did really well. Not only did they remember the dance, but they remembered to use different facial expressions to show when they were being the strong hero, Hercules, and made energy flow throughout their bodies, even to the tips of their fingers.

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I’ve really enjoyed working with these dancers again. I see an improvement every year they come back and it is great fun. Here’s the auto awesome video, an automatically created video of photos and video footage from one of the rehearsals.

 

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Balfour Infants – SUMMER SHOW!

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Year 2 have been taking part in dance club at Balfour Infants School for two years. They have been a pleasure to teach, a group of kind, fun and caring dancers. We’ve choreographed dances about all sorts of things including Dr Who Aliens, Creatures from Under The Sea, Castles of all types, Magical Creatures and much much more.

In Spring 2016 we began work on their summer show. The dancers picked some of their favorite dances and warm up games and together we decided which would go into the dance. Of course Frozen, our ice themed dance, and the dinosaur dance were included as well as many others. I then mixed the music together to create one, very very long piece of music.

The next term was spent straining memories, deciphering my notes, choreographing transitions between dances and changing formations to make everything look just right. The dancers did so well that the dance was looking really good at the start of the summer term.

It was looking so good that I thought they could learn an extra dance. I added it to the music and this time choreographed the whole thing myself. Usually the group have a lot of input so learning complicated formations requiring a lot of team work and a very fast paced chorus with exact timing was a challenge for them. We also ended up with two strange lessons without many dancers in one or me in the other so it was a mixed up term, but they were brilliant, as usual, and they did it!  Best Song Ever became a firm favourite with the group and I know they did a lot of practicing at home to remember it all so thank you parents for your patience!

Show day came and we finished the dance by adding the bow. It was now ten and a half minutes long! We did two full run throughs before 9am followed by the two performances. I was very impressed with their stamina and they stayed smiling throughout.

As the audience members know, this was my last show at Balfour Infants. I’ve been teaching their morning dance club for six years and have loved every minute. I felt so welcome in the school that I also became a School Governor. I will be moving home soon and can now announce that I’m expecting a baby. These changes mean that I won’t be able to continue the classes myself, but I leave the sessions in great hands. Katie, one of The Right Step’s wonderful TRS Teachers will be taking over from September. I’ll still be around though, I’ll come to visit!

As always, I’ve produced a video of the show. I’m sure they agree that they did a spectacular job. Especially as these dancers are only in Year 2!

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Balfour Juniors – SHOW!

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Written by TRS Teacher, Alix Godden

Balfour Juniors performed a variety of dances to their families this term, and they were fantastic!

Three dances were performed : Star Wars, and the songs ‘7 Years’ and ‘Light It Up’. They performed these without any help from me and worked well together to make sure they kept in time with the music as we worked on this in our class time!

For the last 2 terms we have worked on learning choreography to Light It Up and creative tasks based on partner Puppet work and the Star Wars theme!

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Light It Up:
A fast paced street dance that included floor work. The dancers worked hard to remember the movements and transitions in this dance . They had fun learning new ‘freezes’ and street based moves.

7 Years:
The dancers had loads of fun choreographing their own duets using ‘puppets’ as their stimulus. We also looked at the words of the song to help convey the story of the song. They loved learning a new lift in the dance and sharing their ideas with each other. The dance had a start, middle and an end. The puppets  showed their masters controlling them at the beginning and then showed them dance independently to finish. In the dance off they reunited with their masters and reversed their original puppet dances to finish in the starting positions .

Star Wars:
The children absolutely loved doing this theme! We started sharing ideas about Star Wars and thinking about some of the moves you would do with a light sabre. From the corner they had a creative task to travel to the light sabre in a ‘Star Wars’ way and then create shapes with the light sabre . Each dancer had a turn and used some of the moves in the dance.  The children then got in groups to connect their moves. Slowly we built up our own ‘Star Wars’ story ending with Cree winning the sabre and freezing all the other dancers!


Balfour dancers loved learning all the different styles we covered and were really excited to perform. I was very proud of the dancers and am sad to see two of them leave this year to go to secondary school. They have been with me since year 3, but I wish them all the best and hope they keep dancing! Now I’m looking forward to next term and to meeting all our new TRS dancers!IMG-20160713-WA0000

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Journey to the Island

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The Whale

 

This term the Reception children at Miers Court Primary School learnt about journeys, the sea side, transport and under the sea animals this term. They also used their best imaginative skills to choreograph their own dance about all the wacky things on their island! We were also joined by TRS Teacher, Bex.

 

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Who has the tallest sandcastle?

 

The first week I taught the children a warm up dance to Beside the Seaside and we talked about the things we need to do to prepare for the sun shine and a visit to the beach. They also learnt movements for each of the under the sea animals and we put them in order to make another under the sea warm up.

 

 

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The Rocket and The Train

 

One of the highlights for me this term was seeing how the children created their own forms of transport in small groups. They began with a freeze frame and then gave it little movements to make it even more interesting. They all took on this challenge really well and Bex and I were very impressed.

 

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The Walking Shark

 

The main choreographic task involved stretching our imagination. The Island that we journeyed to could have absolutely anything on it. At first we had normal things such as animals and plants, but then things got wacky and we included a walking shark, a game of hide and seek and a gigantic fish tank full of sea creatures.

 

The dance performance was their first at Miers Court Primary and the dancers did really well. At the beginning of term we didn’t expect them to remember everything, but they impressed us by ‘thinking what’s next’ whilst they danced. I’m looking forward to being back in class with them in the years to come.

Practicing the ‘Dancing Smile’!

20160706_13564820160706_144147This is the automatically created video of photos and video footage from one of our rehearsals, the outdoor rehearsal!

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Predator Vs. Prey

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20160518_140324Year 3 have been learning about food chains, how predators have developed to catch prey and how prey protects itself from being eaten. They’ve learnt key words like habitat, producer and consumer and have discovered that there is a lot more to animals than cute fluffyness! We brought the theme into dance class and have had a fantastic time exploring food chains from four different habitats, Dessert, Woodland, Seashore and Ocean.

“I’ve had lots of fun learning how to dance. I liked that it was about our topic.”

Toby Hopkins, Year 3 pupil at Miers Court Primary School

Warm up explored how prey protects itself. There were movements about spikes (year 3 even saw a porcupine when they went to the zoo!), hiding, fleeing, shells and threatening behaviour (such as the skunk wiggle!). Cool down was about Predators with lots of reaching, stretching, creeping and, right at the end, pouncing!

“We have really enjoyed seeing Rebecca teach the dance lessons to our classes. She has some fantastic ideas and is brilliant with the children. The end result has brought out the children’s creative ability and really enhanced their understanding of our topic of food chains.”

Miss Lewis and Mrs White (class teachers)

20160518_141934We worked towards the end of term performance, choreographing in the first 4 weeks, focusing on movement quality in the 5th week and rehearsing and performing in the final lesson. For each of the first 4 weeks there was a different habitat and food chain. I set tasks that the dancers had to interpret in their own way or as a group. Here are some examples…

20160518_140138The Cactus: This was the very first Producer we looked at. It was in the Dessert food chain and it is a plant. The cactus protects itself with its spikes so the group made spiky movements. This was also the very first movement in the dance so they stayed absolutely still at the beginning and then changed to movements that were quick, jerky, jagged and small.

The Eagle, Owl and Seagull: These are predators and they all appeared at the end of our food chains. The dancers were doing really well and I knew they were up for a challenge because I worked with them last year on Tudor Dances so I use the three birds to teach the groups a little about motif development. They choreographed three movements for the eagle. In the next lesson we developed these into movements on the spot for the owl and, in the third lesson, the group moved as one around the room to be the sea gull. 20160518_140548The Killer Whale: This was the very last item in our dance and it became the ending position. It was a shape rather than a movement, but the dancers did have to work on their transition from seal to killer whale. I said the them, “We’re going to make a giant killer whale using everyone in the class. It’s tail will be here and it’s head will be here. What other body parts do we need?” Each group had different ideas, but we ended up with two whole class shapes containing eyes, ribs, fins, teeth and other parts.

“It has been really fun to learn how to be animals without making a sound. I liked showing people different animals using movement.”

Isabelle Pearson, Year 3 pupil at Miers Court Primary School

In the last lesson before performance we focused on movement quality and the dancers learnt the difference between describing what the movement looks like and describing its quality and how it feels. By the end of the sessions they had really got the hang of it and both groups performed to camera spectacularly. One dancer said to me “It’s better than normal dancing because I can feel how the animal feels.” They completely embodied the food chairs and worked amazingly well as a team, flowing through the dance and moving seemlessly between the producers, consumers and Predators.

The dancers have been great fun to work with and have performed beautifully through out. I hope they’re really proud of themselves and their class team. I hope I get to do this theme again one day as it’s been a really good one!

Here’s the Auto Awesome video, enjoy!

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Dino Dancing

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This term’s Educating Dance classes at Miers Court Primary were ‘big’ in so many ways. From the fact we were studying Dinosaurs (some are very big!) to the number of activities and length of the finished dance, it was all fantastic and I really enjoyed myself.

I was immediately surprised by the number of dinosaurs the group could name. Our starter activity was a quick fire name the dinosaur game. Each class had to name as many as they could in just 1 minute. The first time we averaged 8. By the end of term we reached 14 in a minute. Most could even say Confuciousornis and Ornithomimids by the end!

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Warm up was all about the role of a Paleontologist. In cool down we nursed eggs. I showed the groups a photo of what a dinosaur nest could look like and we pretended the liquid gold looked just like it.

 

20160330_140207In between the dancers choreographed movements about dinosaurs. Three movements each for six dinosaurs meant a huge amount to remember, but they did it!

We also played Dinopposites. I showed the groups pictures of tall, short, heavy, light, fast and slow dinosaurs and, in pairs, they choreographed their own movements to represent the dinosaurs. We learnt how, in creative dance, everyone in the room can have a different idea though each pair knew their own movements and did the same week by week.

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I think this has been one of my favourite themes to work into a cross-curricular dance class. I didn’t know much about dinosaurs before I started and had to do a lot of research. Then I had plenty of ideas and the children seemed to enjoy it all.

I’d also like to thank the Year 1 adults who have helped throughout the term. They have excellent memories for dance and were a tremendous help when it came to filming! I hope they are just as proud of their classes as I am!

Some of the video footage and photos were made into a short ‘movie’ by Google Auto Awesome and it can be viewed below and on YouTube.

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