Grade 6 Dance (Block 5 and 9)

Begin the class with a student led warmup, if no group is available to do so, I will lead one
myself, the length of one song. After this, have students stay where they are to begin the next
section of the class.
- Ensure some of the students are in a spot that they can actively engage with the ideas
we are presenting. (Be aware of the boys here!!)
Three levels in space review.
- Have students demonstrate and identify the 3 levels in space.
- Discuss that all everyday movements can be used to create dance, it is our energy and
effort that transforms it into a dance step.
Traveling sequences.
- Have students move to one of the gyms and stand spread out on the black line.
- Introduce the following 4 movement patterns and provide a physical example of what the
term means. They will either be slow/ fast and be done in a specific pathway/
randomized.
1. Thrust- fast specific movement path (jumping into a puddle)
2. Glide- slow specific movement path (brushing hand across a desk)
3. Press- slow specific movement path (moving through mud)
4. Flick- fast and random movement path (shaking water off hands)
- Students will be asked to demonstrate the movement from one end of the gym to the
other, at a set level in space (possibly half way if they are not understanding or actively
participating). Ensure that the students know what it means to be randomized vs specific
and how this means we will be interacting in space (safely!) with other students.
- Once we have completed all 4 of the movement patterns traveling we will repeat this in
the center.
Center
- Students should find their way quickly to a large circle in the middle of the gym and
spread out so they are not touching anyone.
- We will repeat the 4 movement patterns that were done traveling in the center.
- Thrust: complete this in the 2nd level in space using a song with a very strong beat ex.
Make a new dance up.
- Glide: dance this is in the low level of space, reminding students to be light and smooth.
Song: The Ocean EP- Max Manie (instrumental and light)
- Press: Done in the medium level, use examples of being powerful and strong in our
movement patterns. Song: Roll Downs- Fat Coda Studios
- Flick: Done in the highest level of space, use examples of sudden and random
movements (star falling). Song: A Sky Full of Stars- Coldplay
- Before moving on emphasize why different songs, with different sounds are used to
highlight specific patterns and levels. Students should be able to attach different songs
to various movements.
Pair and create (see how much time we have at this point and possibly begin the next class with
creating groups)
- Put kids into groups of 4 based on where they are standing in the circle and assign them
one of the 3 levels of space. Students will create a sequence of steps in that level using
the 4 movement patterns. They will choose two ways they can demonstrate each pattern
in the set level, and choose a song that they feel best represents the dance they have
designed.
- At this time write on the white board the four movement patterns so students can use it
to help create their routine.
- Tell students that they will present at the start of next class, and to not forget the level
and movements they have learned!