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Guidelines for the use of ‘Caribbean carnival dance’
Activity title:
Caribbean Carnival dance
Curriculum area:
P.E
NC objectives:
P.E: 1a), 1b), 3a), 3b), 4a), 4b), 4c), 4d), 5a) 6a) & 6b)
Main learning
objective:
Create and perform dances using a range of movement patterns,
including those from different cultures, Respond to a range of
stimuli and accompaniment, Work as a class and in groups to create a
dance on a Caribbean topic using a variety of contemporary dance
and choreographic techniques.
Timing
Lesson plan ideas, activities and resource sheets

The warm is to be completed in two parts:

1 = Work alone in own space in the hall & 2 = Travelling section

To complete the warm up, follow ’2.1a Caribbean Carnival dance warm
up’.
MAKING

To begin the lesson, use ‘2.1b Caribbean Carnival dance ideas’ for ideas
MATERIAL
to build upon.

Always allow time for the class to try out the opening activities as
described in the ideas.

This will give a variety of material and quality movements
SETTING THE

Use the material in various ways to create patterns and set the dance
MATERIAL
material. This is choreography.
(CHOREOGRAPHY)

Try to ask the class for ideas for how to do this – but there are also
always suggestions in the ‘2.1b Caribbean Carnival dance ideas’.

Complete evaluations of the lesson by using ‘2.1d Caribbean Carnival
dance evaluation’ if required.
COOL DOWN

Use small simple stretches

A short quiet time to bring the class out of the stimulus and to say
how well the lesson has gone

Follow the warm-up guide for full instructions.
WARM UP
Suggested extension activities or cross curricular links:

Ask the class
Warm up and cool down notes for the beginning and end of a dance lesson
Warming up should include
-
Stretch muscles
Mobilise joints
Increase heart rate
A dance warm-up has 2 sections
Section 1
-
On the spot warm-up so that:
The class can become focused on the lesson
They feel like dancers
Introduction of simple contemporary dance technique
Add small amount of safe practice information
-
Warm-ups should be done with feet slightly apart (hip-width)
Called parallel
-
When standing the body should be:
Tall
Shoulders wide and low
Head floating up
Arms hang at side of body
Section 2
-
Travelling warm-up so that:
The class can move freely and so continue to warm-up
Develops spatial awareness
Develops empathy and awareness of the rest of the class
-
Light runs in and out of each other
Continual changes of direction
Aim to keep in own space and avoid everyone else
Aim to use all the space
Cooling Down should
-
Be quiet time for the whole class to stand in a space:
Slowly stretch out the muscles a final time
Slow down the heart and breathing
-
A few simple stretches e.g. a selection from:
Lift arms up above head and slowly stretch up one at a time
Very slowly repeat the side stretches from the warm up
choose a movement from the dance and do as a very slow stretch
Slowly lower the arms down to the side and end standing quietly
At the same time tell the class that they are leaving the dance and coming back to
school
Caribbean Carnival dance ideas
Ideas in this carnival dance should be adapted and hopefully the children will
think of creative ideas for activities. The dance is based on a Caribbean carnival
theme with four groups performing different movements to contribute to this.
Use the pupil’s ideas as much as possible and develop the dance with them
throughout, but maintain the theme of a Caribbean carnival dance.
Caribbean carnival started in the 1700’s when French settlers arrived in the
Caribbean. In the tradition of carnival, the locals would dress and act as their
masters. The carnival would be held in the days before lent, but the preparations
would take place from January. Carnivals have themes, so in Barbados they have
crop over, which is a harvest celebration and in Trinidad the themes can include
Adam and Eve, Animals, Rivers, Plants, Colours, Planets and Moons. The story of
Anansi could make a very good Caribbean carnival theme also.
MUSIC = Use any steel band music or Caribbean drumming music, but ‘2.1c
Caribbean-Antigua’ has been included. An alternative to using this is for the class
to create their own Caribbean percussion, record it and use for the dance.
Whole class Caribbean Carnival dance idea
 The class will be divided in to at least four groups and each will start in a
different corner or outside section of the hall. These groups could
represent the different villages on a Caribbean island.
 Each group will be given one of the actions described, but these can all be
changed using ideas from the pupils. They will perform their own actions, to
represent the Caribbean, which will contribute to the class dance.
Alternatively, all groups perform all of the different actions at different
times throughout the dance.
 Each group uses different walks and high arm waves to form in to
procession line once individual actions are completed on the way from the
villages. They can parade in a long line, in pairs, in groups, etc, but this is to
be decided by the class.
 Discuss what happens during a carnival procession and what actions may
take place, eg, fans, dancing, waving, etc.
 The final part of the Caribbean carnival procession could be the entire
group parading in a circle and performing the different actions from before
or devising new actions fit for a carnival procession.
 The group are entertaining the audience in their procession so aim waves
and glances to the audience.
 End the dance with each group peeling off from the circular procession and
return to their village and crouching in to a huddle or another freeze shot
to be decided by the class.
The four actions
Beetle hops
 Take very little steps, with knees bent and whole body bent forward. Move
left, right, left, right and take a small hop at the end of this sequence.
 On the hop, take a small turn or carry straight on.
Horse flex step
 Create small circles of hands in front of waist to represent hooves
 Hold head up high with neck outstretched
 Exaggerate flexing the right and left knees back and forth to represent the
back hooves.
Milking the cow
Take very small steps to move forwards and at the same time, use arms to
imitate milking a cow
Change direction of milking to represent different cows being milked
Snake pivot
 Use the left foot to pivot, so that right foot goes all the way across the left
foot.
 Add a very large, wide arm gesture in front to add to the pivot. Weave side to
side at waist height like a snake.
Frog jumps
 Take three soft and low bounces in a straight line and then take a large jump
in a different direction.
 The big jump should have feet meeting in the air and knees turned out.
Bird box step
 This action should represent birds strutting, so when stepping, the other foot
pivots to allow the turning of the body.
 Take two steps with the left foot and then one with the right.
 Continue with 4 steps with the left foot and then 3 steps with the right.
 On the stepping movements, use large arms to lift in the air like wings flap in
different patterns to represent different birds.
Fanning the face
 Walking in the style decided to fit with the carnival procession and use one
hand to fan the face. Use real fans if possible.
 Keep feet fairly close together and twist on toes, pushing up and down on to
tip toes each time also.
These are all suggestions for animal relate movements and the pupils will
probably find great movement ideas to represent the Caribbean and also the
Caribbean carnival. Integrate these as much as possible and the dance will take
the shape of a Caribbean carnival procession with the music.
Evaluation of Caribbean carnival dance
It can be useful to give a class an opportunity to reflect on & evaluate dance work and use this
to inform future work
During a lesson:
-
During the dance, there will be times when some of the class are waiting for their
turn to move
This can be a good opportunity to ask them to watch the dance that is happening and
comment on it at an appropriate moment
- or Divide the class into 2 halves so that they can watch each other and comment
- or Put groups together to watch each other’s work and discuss
Always direct the observations e.g. ‘can you see clear shapes using levels?’ or ‘are
the steps in time with the music?’ etc depending on what the dance task is that they
are observing
After a Lesson:
-
-
This could be in the form of:
Pairs or group discussion
Class discussion
Looking at a video of their dance
Looking at photographs of their dance
Annotated photos, e.g. ‘Bowling shape showing strong movement and good focus’
Written Evaluation:
The evaluation sheet may help in this process and can be
used in many ways:
-
After one or more lessons
After every lesson
After watching a video of their own dance
In conjunction with photos of them dancing
To evaluate the whole series of lessons
To evaluate one dance lesson
To evaluate one aspect of the dance lesson e.g. the music or the pair-work section
-
To evaluate the process of rehearsing for performance
To evaluate the experience of doing a final performance
To evaluate the experience of watching another class dance
It can be completed after discussion with talk partners or a whole class discussion
It need not be marked - it is a child’s personal statement of their experience
2 Stars and a Wish could be completed as a class evaluation on flip-chart size paper
by the teacher during a whole class discussion
THINKING ABOUT CARIBBEAN DANCE
CARIBBEAN CARNIVAL DANCE:
Name:
Give yourselves 2 stars
Give yourself a wish
*
*
WISH
Class:
-
Date:
2 things you did well
Or 2 things that you saw being done well
Something you wish you had done differently or better
Or something that other people could have done differently or better