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 ideally take place indoors but you could work outside if it's warm and dry enough and it's safe to do so.

Ensure there is space for you to work safely including overhead, make sure you wear bare feet and no socks.

Make sure your floor is not slippery.

Wear comfortable clothing and put hair up if needed, making sure that you also remove any jewellery.

Pause the video now if there's anything that you need to do to get ready.

In this lesson you will need your appropriate clothing, some writing equipment which includes paper and pen, and also a safe working space.

Today's lesson is going to consist of a warm-up.

We're going to look at discussion point to get us going.

We're then going to look at our existing material from earlier on in the unit.

And we're going to use that to do a creative task today.

And finally you're going to take part in your exit quiz.

It's now time to do your warm up.

You'll be told when to pause the video and work on different aspects of your warmup.

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

So let's just recap the components of a great warm-up.

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 warm-up.

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 lot play around for some of those ideas and those of your own and then come back to me when you're ready to start the rest of your lesson.

Our learning focus today is being able to use a concept or ideas starting point for creating movement.

We're going to create a narrative phrase that shows cyber-building from one viewpoint, either that of the bully or of the victim.

Your phrase has to have a clear beginning, middle and end.

And also to think about what is the outcome of the incident.

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

Let's see the keywords.

We have narrative which is telling a story through movement.

We have cyber-bullying, which is using social media and text messaging to be unkind and cause hurt to others.

We also have this idea of being faceless and this idea of hiding behind a screen or device.

So, what I want you to think about before we get going is what is cyber-bullying? Why does it happen? What do people think and feel? How can you avoid being involved and what you think the consequences of cyber bullying might be.

Spend a few minutes either writing down your thoughts or discussing with someone else if you can.

What is your own personal experience if any? Come back to me once you've done this task.

We're now going to look at some existing material.

Hopefully you'll be able to use this for ideas if you get stuck.

We have a swing, we step onto and hop.

We step around, turn into that parallel position.

We pull down, we circle, uncurl up and launch out.

From there, we're using our curl 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 go.

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, eight.

Six, seven and 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 putting all of that together.

Run it a few times and then come back.

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

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

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

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

What I'd like you to do from watching those videos is to write down two examples of movement that could be used or adapted for the theme of cyber-bullying.

And then I want you to think about why these actions would be useful to include in your choreography.

Pause the video here and write down your thoughts.

Let's have some more keywords.

Beginning, middle and end is a way to structure our dance material to show a narrative.

Retrograde is to reverse the movement, which means to perform it backwards.

Fragmentation is to take small slithers of dance material and piece them together into a new phrase.

Here's a checklist of what you can include.

We're going to look at each of these components again.

So action, space and dynamics.

And I'll just read through them so that you've got an idea of the things that you can change.

So you can change the order of your actions.

Do the action on a different body part.

Add in new movements, take away movement, retrograde which meant means to reverse an action and also fragmentation.

For space we can change our levels, our facings, our direction or size of our actions.

And then with dynamics, we can change how fast or slow, heavy or light, bound or free flow, jerky sustained, rigid or smooth the actions look.

So our creative task is for you to create your own phrase of either the victim.

You need to take the standpoint of either the bully or the victim.

You need to think about what actions you can create or use from the existing material to show their point of view and how they might be thinking or feeling.

I have added an example here so that you can see the ideas that I have used and then we'll work through how you're going to create your own.

Don't forget you don't have to use every single example on the checklist.

And then you can also take some of my ideas if you want to as well.

What did you notice about this phrase? Either write down or call out the ways that you could tell which character I was playing and why.

You might find that you can refer back to some of the words from your discussion task.

You might also be able to refer to some of the ways that we can develop our movement material from the checklist.

So if you want to whiz back to those parts, then that's absolutely fine and then come back to here and write those ideas down.

Pause your video now to complete your choreography task.

So I'm going to give you about 10 to 15 minutes to do this task.

And I really want you to spend time planning and rehearsing and choreography.

Don't forget that you can use the table that I mentioned before to help you and include a mixture of changes of action space and dynamics.

I've given you a suggestion for a really lovely track of music that you could use but you can choose something else if you've got an idea in mind.

Pause the video and then come back once you've completed your task.

Now that you have your choreography created, try filming it and watching it back.

Don't forget to perform your movement with your music and then come back once you've completed it.

We're now going to review your work.

Well done.

Watch your choreography back? Let's think about what you created and how effectively you think you used a clear beginning, middle and end.

Why did your character work? Was the storyline clear? You can either call out your answers or pause the video and write them down.

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

And now it's time to take our cool-down.

Remember, after you done physical activity, a cool-down helps to get your body back to its pre-exercise state.

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 you use some of those exercises that you did in your warm-up 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.

Don't forget you can share your work with us.

If you'd like to do so, please ask your parent or carer to share your work on Twitter.

And don't forget to tag us.

Thank you for joining in.

Bye.