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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