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