Bending, Stretching, Curling and Twisting/Dance
Evaluation of Dance Making
- Beginning location and pathway - Selection of traveling skills (leaping, skipping) and the quality with which they're performed - Flow of dance - Relationship of the children to one another
Safety
- Is the task safe? - Lessons must consider safety first - Reinforce procedures and precaution
What to Observe
- Safety - On-task behavior - Class movement patterns - Individual movement patterns
Reflective Teachers
- effective observers who are continuously observing and are preceptive - must accurately analyze classes in a physical activity setting and then translate observations to their teaching
Bending, stretching, curling, twisting
- foundations of body actions - core advanced skills of gymnastics, dance, and sport
Predesigned dance experiences..
- include rhythmic experiences, folk/cultural, ethnic, or square dances - Teacher makes the decisions and selects or creates the rhythmic experience/dance
Child-designed dance experiences are...
- invented or created by the children - include creative (rhythmic) experiences and expressive dance
Progression of Rhythmic Experience
1. Internal rhythm 2. Verbal percussion 3. Non-locomotor movements 4. Locomotor movements 5. Equipment (ribbons, streamers, scarves) 6. Teacher-designed routines to elicit group responses to rhythm 7. Student designed routines combining various movement qualities and pattern
Bending
creation of angles. Example: bike position
Stretching
extension of body parts away from the trunk and/or the stretching of the trunk itself example: stradle
Curling
involves the spine example: arch/bridge
Jumping
one-foot to one-foot
Twisting
rotation of the trunk or body parts around a stationary axis
When introducing non-locomotor skills...
students should perform in isolation FIRST then may move into traveling
Observing
the ability to see with understanding