Lesson video

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Hi there, welcome to your next remote learning lesson.

This lesson is on dance development.

Today's lesson is called Dance, can you use a motif to explore actions, space and dynamics.

My name is Miss Hacking and I'm really looking forward to being your teacher today.

By the end of today's lesson, I'm hoping that we can all use action, space and dynamics to explore a motif.

Our key words today.

Actions.

Actions are the movements we perform.

Dynamics.

Dynamics is the speed and force of an action.

And motif.

A motif is a recurring pattern, so a pattern that keeps repeating itself.

So before we start today's lesson, it's important that we warm ourselves up.

So for today's warm up, I'd like you to show what you know about performing different actions with control.

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

Try to move to the beat of the music.

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

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?

Can you try high, medium and low?

Following this is a video to show you an example of a warm up.

However, you have the autonomy to move around the room as you wish.

So I'd like you to be as creative as possible with your movements.

Have fun.

Okay, today's lesson is split into three parts.

The first part is using a motif to explore actions.

The second part is using a motif to explore space.

And the third part is using a motif to explore dynamics.

Let's get started.

So an action is a movement we perform.

Can you think of any actions?

You might have said a jump, a travel movement, a turn, a gesture or stillness.

Yes, they're all examples of actions we may use in a motif or dance performance.

Examples of a jump could include a straddle jump, a tuck jump, a pipe jump, a straight jump, a star jump or a half turn jump.

There are six examples of a type of jump that you might use as an action in your dance.

Can you have a go at trying these jumps?

Examples of travel actions could include crawling, high knees, roll, crab walks, sidesteps or inchworms.

Though there are many other different types of travel actions that you could think of.

Can you have a go at trying these travel actions or even better coming up with your own travel actions to have a practice?

Okay, time for a quick check.

Which is not an example of an action?

Would it be A, jump, B, read, C, turn or D, gesture?

Which do you think is not an example of an action?

Well done if you said read.

We wouldn't use reading as an action in our dance performance.

Turns can include moving your body round in a quarter turn which would be 90 degrees, in a half turn which would be 180 degrees or in a full turn which would be 360 degrees.

And Laura's asked us, can we try some different turns?

So do you want to try now a quarter turn, a half turn and a full turn?

A gesture is usually an upper body action that often communicates meaning.

Here are some gestures that communicate emotions.

Laura's asked, can you guess what emotion each gesture is representing?

Perhaps you thought of these, excited, scared, stressed and happy.

Maybe you have your own gestures to go with the emotions.

And maybe we use expression as well on our faces to help express the gestures and the emotions of our gestures.

In dance, stillness can make an important moment stand out.

The dancer may freeze in a position.

Here are some examples of stillness positions that a dancer might freeze in.

And Laura's asked us again, can you try some of these stillness positions?

Or you might be able to think of your own stillness positions.

Okay, now it's time for a quick check.

Can you show me an example of one jump, one turn, one travel action, one gesture and one stillness hold?

Okay.

You might have done a tuck jump, a quarter turn, side steps, a wave and a low position freeze.

But you might have thought of your own examples to do, and that's absolutely okay.

So a motif is a short sequence of movements that can be repeated, developed or changed throughout a dance.

An example of a motif would be jump left, jump right, clap left, clap right, slide and stomp, turn and freeze.

So that's an example of a motif, which is a short sequence of movements that can be repeated, developed or changed throughout a dance.

Now it's your turn for a task.

Your task today is to create your motif using different type of actions.

It must include at least one jump, turn, travelling movement, gesture and moment of stillness.

Try to make your actions clear and controlled and think about how they link together smoothly or link with a piece of music.

It's up to you whether you want to have music on as well and try and link your motif with the music.

There's a video following now that you can watch to give you an idea on how to create your motif if you're a little bit unsure.

But remember, this is personal to you so you can pick the actions that you want to use.

Okay, I hope you enjoyed performing your motif.

Let's reflect upon that task.

Move, accuracy and control are essential in order to perform using a range of actions, dynamic and space.

Sam said that I used accuracy and control to demonstrate different actions.

Did you?

Were your actions controlled and balanced?

I bet they were.

Think, knowing how to adapt the actions, space and dynamics in a set motif requires evaluation.

And Laura said I evaluated my actions to select the best ones for my own motif.

So again, she selected her actions like you have done in your motif to make sure that they were your favorite and they were the ones that you could perform the best.

Feel.

Creating a range of actions while exploring space and dynamics requires self-motivation.

Sam said, I use self-motivation to create a range of actions for my motif.

Did you?

Did you use a range of actions?

Did you motivate yourself to maybe pick harder actions that maybe you were more less comfortable with, but the more you practice, the better you got?

And connect, relating the actions, space and dynamics to the musical theme makes the performance meaningful.

And Laura said that I ensured my actions linked to the beat of the music.

Now it was up to you whether you use music or not, but perhaps if like Laura you did use music, maybe you related the actions to that music so it was in time.

Well done if you did that.

Okay, let's move on to the second part of today's lesson.

Using a motif to explore space.

Space is where an action happens.

Can you think of different ways we can explore space?

You may have said different levels, different directions, different facings or different sizes.

Examples of ways you could change the level of your actions could be low, medium or high actions.

And Sam's asked, try these actions to show actions at different levels.

See if you can perform a low action, a medium action and a high action.

Okay, let's have a go at a quick check.

Which is a way to explore space?

Would it be A levels, B gesture, C stillness or D jumps?

Well done if you said A levels is an example of a way to explore space.

The others are all actions.

So we could also use directions to explore space.

So if you face forward but perform an action in different directions, try performing arm circles in as many different directions as possible.

So you could perform them going forward, going sideways, going lengthways, different ways.

Have a go at performing them in as many different directions as possible.

Facing means a direction which your body faces.

So here the two children are performing the same action but facing a different way, which looks interesting to watch.

And Sam's asked, try performing actions facing different ways.

If you're working with someone today, try facing the same way, then the opposite way to them.

You might have seen a dance performance before where all the performers are facing the same way.

But again, they might then change and some of them face a different way, which makes the performance look a little bit more interesting.

The size of your action can portray the mood or feeling of the dance.

If you perform a sideways slide like the example on the screen, you can make it really small and this could show shyness.

And now if you make it really big, this could show your confidence.

So again, the size of your action can portray the mood or feeling of the dance.

True or false?

The size of your action is a way to explore space.

What do you think?

Well done if you said true.

Can you tell me why?

So because you can explore the space through different sized actions, that's a way in which you can explore space through doing big actions or small actions.

You can change the size of your action and that will explore the space in different ways.

So well done if you said something along those lines.

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

Using the motif or actions you created in task A, you're going to adapt your motif to explore the space in a more creative way.

Think about changing the levels.

So going from high, medium and low levels.

The direction of your actions.

So rather than just maybe going forwards and backwards, maybe change the direction of your actions.

Think about the way you are facing.

Were you always facing the front?

Could you face a different way this time?

And think about the size of your movements.

Can you make some smaller and make some bigger?

Try to make your motif look interesting and different each time you perform it.

Perform your adapted motif to music, making sure your movements match the rhythm and feeling of the music.

And again here, you can select the music you would like to perform to.

There is a video showing next of an example of a motif using the different types of ways to explore space.

You can watch that, then pause so that you can have a go at completing the task.

Okay, let's reflect upon that task.

Move, accuracy and control are essential in order to perform using a range of actions, dynamics and space.

And Sam said that, I used accuracy and control to demonstrate actions using different space.

Did you too?

Did you use accuracy and control in order to explore the space?

Think, knowing how to adapt the actions, space and dynamics in a set motif requires evaluation.

And Jacob said that I evaluated my actions and adapted them from task A to explore the space in a more creative way.

Did you?

Did you change your actions slightly so that you could explore the space further in task B compared to task A?

Feel.

Creating a range of actions while exploring space and dynamics requires self-motivation.

And Sam said that I use self-motivation to create a range of actions exploring space in my motif.

Did you?

Did you create a range of actions exploring the space?

I hope you did, because if you did, you showed some self-motivation.

And connect, relating the actions, space and dynamics to the musical theme makes the performance meaningful.

And Jacob said that I worked with strong loud music so made my actions explore the space appropriately fit to the music.

So did you?

Did you change your music?

What type of music did you use?

And were your actions and exploration of the space relative to that music?

I bet they were.

Well done if you did change your actions and explore the space in relation to your music.

Okay, we're now moving on to the third part of today's lesson, using a motif to explore dynamics.

So dynamics is a speed and force of an action.

And Jacob's asked, can you think of different ways we can explore the dynamics of our motif?

You might have said speed, energy or effort.

So examples of how we can adapt the speed of our actions include, make them go faster, go at a medium pace or go at a really slow pace.

And this might be to do with the music that we choose to use.

Okay, time for a quick check.

Carefully show me this action using different speeds.

So a squat and a kick.

Can you show me that action at different speeds?

So I'm hoping that you did one at fast, one at medium pace and one at a slower pace.

Well done if you managed to show that.

Examples of how we can adapt the energy of our actions include rigid, bumpy and fluid, for example.

Often the energy the dance is performed with can display the emotions of a dance.

You could show excited, tired or scared through the energy of your actions.

Effort is the weight and the flow behind an action.

Perform the action below in different ways.

So we're going back to our sidestep action.

Can you show me it as if the effort is very heavy?

What about if it was light?

That might look different to heavy.

Heavy might have been quite stompy as if you've got the weight of your world on your shoulders.

Whereas light might be on your toes and a little bit quicker and very airy and fluid.

Tight might be quite rigid and a bit more robotic like as you move side to side.

Whereas free might be a little bit more loose and you have your arms flowing in a more fluid way.

Okay, let's have a go to check.

Which is not a way to explore dynamics?

Would it be A, effort, B, speed, C, levels or D, energy?

What do you think?

Well done if you said C, levels.

That's a way of exploring space, not dynamics.

Okay, now we're on to our final task of today's lesson.

For this task, you're going to use a motif of actions you adapted in task B.

But now you're going to change the dynamics of your motif.

Think about how you can change the speed, energy and effort of your movements to match the music.

Try performing a motif slowly and smoothly, then quick and sharp to see how it changes the feeling of the dance.

Make sure your movements stay clear and controlled while linking closely to the rhythm and mood of the music.

There is a video showing now of an example of a motif where they have used the different dynamics to perform their actions.

Pause it after you've watched the video and then adapt your motif of actions from task B to change the dynamics of your motif.

I hope you enjoy doing that.

Okay, let's reflect on our final task of today's lesson.

Move, accuracy and control are essential in order to perform using a range of actions, dynamics and space.

And Jacob said, I used accuracy and control to demonstrate actions using different dynamics.

Did you?

Did you use accuracy and control to show the different effort and different speeds and a different energy of your movement phrase?

Think, knowing how to adapt the actions, space and dynamics in a set motif requires evaluation.

And Sam said that, I evaluated my actions and adapted them from task B to explore dynamics of my motif in more creative ways.

Now, I hope you did too.

I hope you maybe change the speed, the energy or the effort of your task B motif to make it more exploratory of the different dynamics.

Feel, creating a range of actions while exploring space and dynamics requires self-motivation.

Jacob said that I use self-motivation to create a range of actions, exploring different dynamics in my motif.

And did you?

Did you explore a range of actions to explore the different dynamics?

I bet you did.

And that would mean that you showed some self-motivation.

So well done.

And connect, relating the actions, space and dynamics to the music or theme makes a performance meaningful.

And Sam said that I worked with different speeds of music, so I made my actions explore the dynamics appropriately.

Yes, changing the speed would definitely explore dynamics in a different way.

So maybe you did that too and you changed your motif from task B to task C by changing the speed and changing the dynamics.

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 the cool down, I'd like to move around the space to the beat of the music.

Every 30 seconds, change the action, space and dynamics of your movement you're doing.

For example, jump higher to fastest pace, slide your feet as you move low and slow.

Reflection, whilst you're moving with the music, think about how you successfully created actions to move to the beat.

Which actions were more controlled?

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

You might wish to pause the video now so that you can perform your cool down.

And that leaves us just enough time left to summarize today's lesson.

So our key learning points today were.

Move, accuracy and control are essential in order to perform using a range of actions, dynamics and space.

And we really did perform and explore different actions, different dynamics and space in our motif.

Think, knowing how to adapt the actions, space and dynamics in a set motif requires evaluation.

We evaluated each after each task and we adapted our motif to suit different dynamics and space in task B and task C.

Feel, creating a range of actions while exploring space and dynamics requires self-motivation.

Again, we came up with these actions ourselves today, so we needed self-motivation to do that.

And connect, relating the actions, space and dynamics to the musical theme makes the performance meaningful.

Again, you were able to select your own music, so you made your motif connect to the music that you chose.

So well done if you did that.

I really enjoyed being your teacher today.

You worked incredibly hard and I look forward to seeing you again soon.