Lesson video

Keeping safe in this lesson.

If you're unsure about doing any of the activities in this lesson, make sure you have a trusted adult nearby when you start them.

This lesson should take place ideally indoors, but you could work outside if it was warm and dry enough and safe to do so.

Ensure there is space for you to work safely.

This includes overhead.

Make sure that you use bare feet and don't wear socks.

Make sure that the floor is not slippery.

Wear comfortable clothing, putting your hair up if needed and remove any of your jewellery.

Pause now, if there is anything that you need to do to get ready.

In this lesson, you will need to make sure that you've got your sensible clothing on, that you have some writing equipment to hand, so you will need to grab a pen and paper.

And that you also have a safe space to work in.

The activities today consist of a warmup an exploration task, a creative task, and then finally your exit quiz.

In your warmup, you'll be told when to pause the video to work on the different aspects of the warmup.

As in previous lessons, it's really important that we conduct a thorough warmup before we start any physical activity.

So let's just recap the components of a great warmup.

We should have pulse raising activities, mobilisation of joints, and some stretching activities.

What I'd like you to do is to spend a few minutes choosing your favourite song and conducting your own warmup.

Just to remind you of some things that you can include.

Things like jogging on the spot, running around the room, some star jumps, things like mobilising your joints, including our shoulder rolls that we've covered before.

Rolling down through the spine, thinking about swinging exercises, swinging down through the body, and some stretching activities that are going to help open up those joints.

So you could think about rolling down into a plank, taking a stretch here, and then uncurling up again.

Have a little play around with some of those ideas and those of your own.

And then come back to me when you're ready to start.

The learning focus today is to use the existing material from previous lessons, all from the phrase given, to explore how to use different video effects on a phone app and how they can impact on our expressive skills.

You're going to use the functions of editing software in apps to change the way your material looks.

These tasks will help us to understand how to work creatively with our movement ideas.

So our keywords for today.

Dynamics: the speed energy effort and flow of our actions.

Our expressive skills are aspects of performance that engage the audience.

So for example, your focus, your timing, and your facial expressions.

Let's look at all of the movement material that we've created so far in this topic.

You can use any part of these to help you with your task today.

If you recorded your own work too, then you can also go back and use some of that.

Swing, we step onto and hop, we step around, turn into that parallel position.

We pull down, we circle and pull up, and lunge out.

From there, we're using our core to help pull us in, find that balance, step forward, step and extend.

Hold that balance there.

Spring back, close, wait, and look.

Let's try it with some counts.

So we've got a-one, two, three, four, five, six, seven and eight.

And one, two, three, four, five, six, seven, eight.

One, two, three, four, five, eight and one, two, three, four, five, six, wait seven and eight.

Six seven and a-one, two, three, four, and five, six, seven, eight.

And one, two, three, four, five, six, seven, eight.

And one, two, three, four, five, six, seven, eight.

And one, two, three, four, five, six, seven, eight.

And one, two, three, four, five, six, seven, eight.

Pause the video here, have a practise at putting all of that together.

Run it a few times, and then come back.

And then one, two, three, four, five, six, seven, eight.

I go one, two, three, four, five, six, seven, eight.

I go one, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

I'd like you to write down two examples of movement that could be adapted by changing the dynamics.

Remember that means changing the speed, the energy, effort, or flow.

Why would these actions be effective to include in your choreography? Pause the video and jot them down.

Let's look at a checklist of ideas that you could include, and how we can explore editing.

So let's look at attitude first.

So you could have a lazy, excited, frightened, or frustrated attitude.

Functions, so we can speed up the movement.

We could reverse it, that means to go backwards.

We can slow down our movement.

We can boomerang, so that means to go forwards and then go backwards.

We can also flip our movement so that it ends up looking like it's on the other side.

Our dynamics, we can use things like fast, slow, jerky, fluid, and sustained.

And in terms of our expressions, we can think about our focus, so that's where you're looking.

You can think about your timing, and you can also think about facial expression.

We're going to try some ideas out all together first.

So follow me as I work through the ideas on the video.

So in this first exploration task, what I'm going to do is I'm going to take two or three actions from all the different work that we've created in this unit.

So we're going to see how we can explore the dynamics within that piece, and also think about some expressive skills that we can put onto that movement as well.

So the first action I'm going to take is my scrolling action from lesson two.

So we're going to take this action here.

And what I want to do with this dynamically is to now start to think about how I can make that look more interesting and different by changing the dynamics.

So I might do the first one really, really, really slow and sustained.

And to add to that detail, I'm going to also use my focus so where I'm looking, and then take my hand and my eyes up together, and I'm going to look at that hand as it comes down.

And hopefully what you'll notice is the difference between what this action looks like and what this action looks like means that we notice this hand a bit more because we're looking at it.

And when we perform work, where we look as a performer helps to take the audience's focus to that particular movement as well.

So we kind of guide them to where we want them to watch.

So I'm going to do super slow looking at this hand, and then I'm going to keep that hand there and do this one really fast.

Pause the video and have a go at recreating that yourself, and then come back when you're ready to move on.

So our second movement that we're going to take is the one from my social media dance.

So we had this ripple of the arms. So that one's quite a tricky one to change the dynamics of but what we're going to do is to take it into a fast forward version, and then we're going to come back on ourselves just so we make it a little bit longer.

So I'm going to try and make that as fast as I can.

And with our expressive skills, I might have a really smiley face just to show how energetic that is.

So let's have a go at that.

Great, pause the video and see if you can recreate that moment, and then come back to try the next one.

So this little clip was from my cyber-bullying phrase.

And what we're going to do with this is I had this really kind of the sense of being pushed down as the victim.

You know, you're feeling like oppressed and that everyone and everything problem-wise is getting on top of you.

So we're going to look at our facial expression.

We're also going to look at making those dynamics even more exaggerated.

So as if someone is physically shoving me.

So I'm going to make it, it was quite slow before, but now I'm going to make it as if someone's pushing me and it hurts.

And then, maybe they pull my head up and it hurts.

Imagine someone's grabbing the top of your head and pulling it up.

So I'm going to do that one more time.

So physically imagine someone's shoving you down.

Can you see what difference that makes? So pause the video there, have a quick try of that, and then come back when you're ready to move on.

Now it's time for your creative task.

So you're going to create your own editing phrase.

Imagine that you're using video editing software and that you can change the way the movement looks by slowing it down, speeding it up, or adding filters and effects to make your work look different.

Once again, please watch my video to see an example.

You will then have time to create your own.

Don't forget that you can use any of my ideas to help you.

You can use my ideas that I'm about to show you to help you, or you can get going and create your own after watching this.

But what we're going to look at first of all is how we can edit our dynamics and by using our expressive skills to help us create a piece as a whole.

What did you notice about my phrase? Write down or call out the ways that you could tell I had used some of the editing ideas effectively.

Remember I didn't use all of them, I only used a few.

So pause your video.

If you need to go back and watch the video one more time, that's absolutely fine.

Just come back when you're ready to move on.

And I'd like you to pause your video again.

And you're going to spend about 10 to 15 minutes planning and rehearsing your own choreography.

Don't forget, you can use the table to help you to include a mixture of changes of action, space, and dynamics, but also think about how those changes are going to give you those different filming effects.

So I want to see how creative you can be with some of those special effects from our editing software list.

Come back once you've finished.

So now you've created and rehearsed your choreography.

What I'd like you to do now is spend the next few minutes filming it and watching it back.

Come back once you've done that.

It's time to review your work, great job.

After you've watched your choreography back, I want you to think about what you created and how effectively you think you used different techniques to show the editing effects.

Why did they work? Call out or write down the answer.

How could you make this piece even better? What impact would this have? I want you to write down one way that you would improve your work.

It's now time to cool down.

So remember, after we've done exercise it's really important that we return our body back to a pre-exercise state.

So please make sure that you follow the cool-down, and I will see you again soon.

At the end of a physical class, we need to make sure that we do a cool-down.

The reasons for this are to help bring our breathing rate back down to normal, to stop blood from pooling in your muscle and ending up with things like cramp, aching muscles, building up lactic acid.

So ways that we can do that are to go from jogging down into a walk.

You can think about some long and slow stretches, things that are going to, things like you did in your warmup, but in reverse, so rather than increasing the intensity, we're trying to decrease the intensity.

So you could use some of those exercises that you did in your warmup, but make them slower, and make them more deliberate.

So have a go at doing your own cool-down, and I will see you again very soon, thank you, bye-bye! Don't forget, you can share your work with us.

If you'd like to, please ask your parent or carer to share your work on Twitter and don't forget to tag.

Thank you, bye-bye.