Lesson video

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Hi there.

Welcome to your next remote learning lesson.

Today's lesson is on dance, and our title of today's lesson is Dance: Can You Move in Time to the Beat and Link Your Actions Together?

My name's Ms. Hacking, and I'm really looking forward to being your teacher today.

So for today's lesson, you need a piece of music.

Now, it is optional, so you don't actually have to dance to the music if you don't want to or if you don't have access to.

But if you do have some kind of access to music, maybe a phone or a smart device, the music that I would like you to listen to or to use for your dance lesson is Nathan Evans, the "Wellerman.

" You may have heard it before or it might be a new piece of music.

By the end of today's lesson, I'm hoping that we can all perform a range of different actions in time to the beat of a song.

Our keywords.

Let's do my turn, your turn.

So the first one, my turn, action.

Your turn.

Yeah, an action is a physical thing we do with our body.

So for example, a type of movement, like a jump, a hop, a wave, they're all types of actions.

Our second keyword today, my turn, beat.

Your turn.

A beat is a regular, repeated pulse or rhythm in music that dancers follow to stay in time.

And our final keyword today, my turn, link.

Your turn.

Link is a connection or combination of movements, skills or actions performed smoothly together.

So that's link.

So before we start today's lesson, it's important that we all perform a warmup so our body is ready for exercise.

For today's warmup, I'd like you to show me what you know about performing actions with control.

You're going to move around the room to music.

Try and move to the beat of the music.

Every 30 seconds, move in a different way around the room.

Challenge yourself to move in time with the beat of the drum in the song.

And can you move within the room at different levels?

For example, at high level, at medium level, or at low level.

There is a video now to show you an example of how you could perform this warmup.

However, I'd like you to be as creative as possible with how you move around the room.

Okay, so today's lesson is split into two parts.

In the first part of today's lesson, we're going to look at moving in time with the beat.

And in the second part of today's lesson, we're going to be creating your own sequence to beats.

Are you ready?

Let's get started.

So, "Actions are a physical thing we do with our body.

" And Jacob said, "It's basically like a movement," and he's right.

There's lots of movements that we perform, lots of actions that we perform.

And when we're performing a dance sequence particularly, we use actions to make it more interesting.

We can make movements last different amounts of time.

When we dance, we move in time with a beat in the music.

A beat is a regular pulse you can count along to like, "One, two, three, four.

" In many songs, each beat lasts about one second, but it can be faster or slower depending on the music.

So the count might be one, two, three, four, or it might be one, two, three, four, or it might be really fast like one, two, three, four So depending on the music will depend how fast the counts are.

Okay, let's have a quick check then.

What is a beat?

Is it A, a physical thing we do with our body?

Is it B, the regular, repeated pulse or rhythm in music that dancers follow to stay in time?

Or is it C, the connection or combination of movement, skills or actions performed smoothly together?

What do you think?

Well done if you said B.

A beat is a regular, repeated pulse or rhythm in music that dancers follow to stay in time.

A physical thing we do with our body is an action.

And the connection or combination of movement, skills or actions performed smoothly together is our final keyword, which was link.

And Jun said that, "Clapping once is an example of an action that could represent one beat of music.

" And he's right, clapping (claps) could be one beat of music.

And Jacob's asked, "Can you think of any other actions that might represent one beat of music?

" So we've said a clap is an example, can you think of another example?

You might have thought about a jump, a hop, a turn, a step, a click, a stomp, a toe tap, a swing, a punch, a reach, a lean, a shake, a squat, a slide, a kick, or a duck.

So they're all examples of actions that you could use that represent one beat.

You might have thought about another action too, and that's okay.

Okay, another quick check, which is a suitable one beat action?

Would it be A, a punch?

Would it be B, a straddle roll?

Or would it be C, sprinting to the line?

A suitable one beat action.

Well done if you said A, a punch.

A punch, you could do in one beat.

One.

Whereas a straddle roll, you wouldn't be able to do in one beat, that might take you four or eight beats.

And sprinting to the line as well, again, is going to take you more than one beat.

So we're looking at a suitable one beat action, which could be the punch.

So yes, well done if you put A.

Okay in dance, we count in a beat in groups of eight.

Let's have a go at dancing to the beat for eight counts with actions.

You might want to practice this to music with a strong beat.

So we're going to clap left (claps), clap right (claps), clap left (claps), clap right (claps), clap left (claps), clap right (claps), clap left (claps), clap right (claps).

And if we do that counting our beats, one, two, three, four, five, six, seven, eight.

So well done if you did those actions to the beat.

This is maybe how you were looking, or you might have made your claps more interesting by doing them at different levels or different places along your body.

Jacob said, "Well, well done!

Here we used one action eight times to move to the beat of the music.

" So Jun's mentioned that, "Trying hard to ensure all your actions are performed in time with the music demonstrates self-discipline.

" And he's right, sometimes when you're listening to music, it's really important that we stay to the beat of the drum.

However, it can be hard to do that, so we do have to show self-discipline in order to stay in time with the music.

And Jacob said that, "Performing actions in time to the music requires control, accuracy and concentration," and he's right there too.

Okay, now it's your turn to have a go at the task.

Using the music "Wellerman" by Nathan Evans or another song of your choice that has a strong beat, I would like you to listen carefully to find the steady beat in the music.

Choose one action, for example, clapping.

Perform that action on the beat for eight beats.

Choose a different action, for example, marching on the spot.

Perform the new action on the beat eight times.

Keep changing actions every eight counts to match the rhythm and try to stay in time with the music all the way through.

Now, there is a video following this to show an example of what you can do.

But remember, you can be creative with the actions that you choose.

I've given you some examples like clapping or marching on the spot, but you might want to pick your own actions for eight beats, and that's okay.

So have fun, and I hope you come up with a really interesting sequence to the beat.

Okay, let's reflect a little bit on Task A.

Move: performing actions in time to the music requires control and accuracy.

And Jun said that, "I performed claps and jumps in time with the music, with control.

" So I'm hoping that you picked your actions and you perform them in time to the music with control.

So you are on the beat of the music, eight actions, all with nice accuracy.

Think: focusing on the beat and moving your body in time to the music requires concentration.

And Jacob said that, "I used concentration and counting to help my actions remain on the beat with the music.

" Yes, so you might have counted, and this would've helped you really focus on the beat of the music, so well done if you did that as a strategy.

Feel: trying hard to ensure all of your actions are performed in time with the music demonstrates self-discipline.

And Jun said that, "I showed self-discipline by trying really hard to make sure I stayed on beat with my actions.

" And that is hard, so sometimes when we're performing, we need to remember to concentrate, show self-discipline, and stay in time with the music.

And finally connect: linking the movements with the music helps me to stay in time and enjoy the performance.

And Jacob said that, "'Wellerman' has quite a hard beat, so I use strong movements like clapping, marching and punching.

" So yeah, relating your actions to the music is really important to connect to the music.

So well done if you did that too.

Okay, let's move on to the second part of today's lesson, creating your own sequence to the beats.

So Jun said that, "I think I've got the hang of listening and moving to the beat of the music now.

" And Jacob said, "Well, that's great!

Do you think you can now try linking different actions within the eight counts?

" And Jun said, "I think I can.

Let's try these actions.

Remember to move on the beat.

" So we're going to try clap left, clap right, step left, step right, sway left, sway right, hands on head, hands up high.

So there's still only eight beats and we've got eight actions, but they're different actions this time.

Can you have a go at copying the person on the screen to see if you can keep in time with the music and you can perform the eight actions to the beat?

You might want to count to help you perform these.

What about having a go at this one?

This is a slightly different one.

Remember to move on the beat.

You're going to slide left, slide right, wave left, wave right, toe tap left, toe tap right, punch left, punch right.

Have a go at performing those actions to the beat of a song.

Remember, eight actions, eight beats.

Have a go at this one.

And Jun said, "Remember to listen to the music, so you can link your movements to the music.

" So again, if you are using in the "Wellerman," it's quite a hard beat, so you might want to do quite hard movement stomping, big movements.

Okay, let's have a go to check.

True or false, you always have to use the same actions for the full eight beats?

Is that true or false?

That's false.

Can you tell me why?

It's false because you can choose to use the same action eight times or you can use a range of actions for each beat.

So if you wanted to do eight claps, that's fine, and use the same eight actions, or you can add different actions.

So you might do two claps and then a hands on head, hands up in the air, step left, step right, wave left, wave right.

So it's up to you.

You can use the same actions, but you can also use different actions, they don't have to be the same.

So well done if you said something along those lines.

Jun said, "It's important to listen to the music so you can make sure your movements are performed in time to the beat and match the style of the music.

" And Jacob has mentioned that, "Linking the movements with the music helps him to stay in time and enjoy the performance.

" Both good pieces of advice.

So some examples of how actions could link to the music include: if you have a hard beat in your song, you could use jumps or punches.

If you have a soft beat in your song, you could use sways or slides.

If you have a fast beat in your song, you could use claps or nods.

And if you have a slow beat in your song, you could use squats or turns.

Okay, quick check.

Which action could you demonstrate for a soft beat?

Would it be A, fast jumps?

Would it be B, hard punches?

Would it be C, big sways?

What do you think to demonstrate a soft beat?

Well done if you said to demonstrate a soft beat, it might be appropriate to use big sways, so well done if you put the answer C.

Okay, now it's time to have a go at the second part of today's task.

You're going to use either the song "Wellerman" by Nathan Evans or another piece of music with a clear beat, and you're going to listen carefully to the music and find the steady beat.

Choose any actions you like to create a short sequence that lasts for eight beats.

Make sure your actions match the timing and feel of the music.

And when you finish, create another eight beat sequence to go with the music.

Try to link your two eight-beat sequences smoothly together.

Now this is an opportunity for you to be as creative as you want.

You can use some of the actions that we've used earlier in the lesson or you can make up your own actions.

Following this is a video to give you an example of how this task could be completed, but I think you're going to be really good at this task.

Okay, let's reflect on Task B.

So move: performing actions in time to the music requires and accuracy.

And Jun said that, "I performed a sequence of different actions in time of the music with control.

" And you did too.

So if you came up with your own actions and you performed them with control and accuracy, well done, you have met that learning point.

Think: focusing on the beat and moving your body in time to the music requires concentration.

And Jacob said that, "I used concentration in counting to help my actions remain on the beat with the music.

" Did you count as you were doing your actions so that you stayed in time with the beat of the music?

Feel: trying hard to ensure all your actions are performed in time with the music demonstrates self-discipline.

And Jun said that, "I performed my actions in time with the music, which demonstrated self-discipline.

" And did you?

Did you focus really hard?

Did you show self-discipline to make sure your actions were performed in time with the music?

And connect: linking the movements with the music helps me to stay in time and enjoy the performance.

And Jacob said that, "The song I chose had a soft beat, so I used soft actions to go with it.

" So maybe if your song had a hard beat, you maybe used hard actions like punches or jumps.

And if you had a soft beat with your music, maybe you used actions such as sways or slides because you made your actions linked to the music.

So well done if you did that.

Okay, so we're nearly at the end of today's lesson, but before we finish, we do need to perform our cool down.

So for our cool down, I'd like you to move around the space, stepping to the beat of the music.

Every 30 seconds, you need to change the action you're doing, for example, jump to the beat or hop to the beat.

While you're doing it, I'd like you to reflect.

So, whilst you're moving to the beat of the music, think about how you successfully created actions to move to the beat, and which actions were more controlled?

Commitment, what could you do between now and the next lesson to practice your skills further?

You might want to pause the video now so that you've got time to complete your cool down.

Okay, and that gives us just enough time left to summarize today's lesson.

So, for our move key learning point, we were asked to perform actions in time to the music, which requires control and accuracy.

So if you did manage to perform actions in time with the music, you hopefully demonstrated some control and accuracy in today's lesson, so well done if you did that.

Think: focusing on the beat and moving your body in time to the music requires concentration.

Again, you might have used counting to help you stay in time with the beat of the music.

Feel: trying hard to ensure all of your actions are performed in time with the music demonstrates self-discipline.

So well done if you did manage to keep in time with that beat of the music by showing self-discipline.

And finally connect: linking the movements with the music helps you to stay in time and enjoy the performance.

So again, thinking about the style of the beat, was it a hard beat or a soft beat, a fast beat or a slow beat?

And did your actions match the type of music you were using, the type of beat you were using?

I bet they did.

I really enjoyed being your teacher today, and I hope that you've come up with some amazing sequences to the beat of the music.

I look forward to seeing you again soon.