Name: Suzanne Renner
School…………… Associate ...................................
Date/Time: 1-2 lessons
Lesson Topic: Wiggle and Shake .....................................
Year / Group ............................. Level: 1
Strand: PK, CI ..................................................................
PK – Students will explore through movement the dance elements of body awareness, space, time and relationships
CI – Students will share movement through informal presentation and respond personally to their own and others’ dance
The children will be able to…….

Demonstrate shaking and wiggling of individual and combined body parts

Demonstrate moving through space alone and in close proximity to others with awareness of safety

Show a sequence with a partner

Respond to own or others’ dance
To teach this lesson I will need …….
Drum and beaters
Cassette/CD player
Music: moderately-fast tempo, clear underlying beat with 8-count phrases
Cleared classroom or hall
Physical – improve co-ordination, flexibility, agility, strength and endurance
Problem-Solving – exercise imagination, initiative, flexibility and judgement as they explore ideas and make, interpret and present works
To establish if the children have met the learning outcomes, I will…

Look for relaxed but energetic shaking/wiggling of the body parts
 Look for students’ ability to move briskly in general space and when close to a partner, without touching others
 Look for students’ ability to anticipate or remember the change in movements after each set of 8 counts

Listen for studen ts’ responses for identification of interesting features of a shape, movement or sequence

Class sitting or standing in own space
“Today, we’re going to make our body do some shaking and wiggling.
What things do you know of that shake or wiggle? (worms, snakes, trees in the wind, Maori dancers’ hands…..) Who can show me a good wiggle or s hake somewhere in their body?” …….Shaking and fast wiggling of individual parts of the body, as designated and demonstrated by the teacher e.g. fingers, hands, elbows, shoulders, eyes, hips, knees, feet, back, whole body…
“Now we’re going to put some of these movements into a sentence or sequence – first we’ll shake our hands and arms for 8 counts
(demonstrate), then we’ll shake our shoulders and chest for 8 counts
(demonstrate) …….hips and back for 8 counts (demonstrate)……legs and feet for 8 counts (demonstrate). Children do this sequence and repeat it at least once again.
Class travelling in general space:
Walking (not running) briskly, looking for empty spaces and not bumping anyone – ‘freeze’ on command – ‘freeze’ in low or high shapes on command. Remind and demonstrate how shapes can be interesting by the making the arms, legs or back, crooked and/or straight, big and small….
Repeat using other travelling movements e.g. skipping, galloping, sliding, and crawling?
Children standing in own place or near to teacher, listening to the drum/music
….. nod head or move shoulders in time with the underlying beat…..walk in place on the beat……walk around the room in time with the beat.
Children listen and watch while teacher counts out and demonstrates walking for 8 counts, stop and shake one or more body parts (movements from the introductory sequence) for 8 counts…repeat. “Each time you stop, you can shake different body parts” Class does this 2-part sequence to the accompaniment.
In pairs
“Find a partner and stand next to each other but without touching. We’re going to practise shaking different body parts towards our partner but without touching them
– this is going to be our way of ‘saying hello’ to our partner’ without using our voices”
“What do we need to use well in order not to hit our partner?” (Eyes, muscle control).
Now we’ll practise travelling around our partner, again without touching each other. “ “Go”
“Now I want you to make some high and low shapes near your partner without touching him/her. You might both make a low shape or both make a high shape. Or you might have a mix of high and low shapes”.
All children practise making spontaneous high and low shapes next to their partner.
“Let’s put everything that we’ve practised today into a little dance. First I want you to travel alone for 8 counts; then you will travel around your partner as he/she walks around you (without touching) for 8 counts”
All children do this sequence to accompaniment, repeating it several times.
“Now we’ll add on to this. You will start by travelling alone for 8 counts; travel around your partner for 8 counts; ‘say hello’ to your partner (but without using your voice) by shaking a body part or several body parts at them for 8 counts; and then each of you will freeze in an interesting high or low shape and hold it (8 counts) until I tell you to start all over again”
Children repeat the above sequence several times to the accompaniment.
Children showing in pairs:
Half the pairs sit out and act as audience for remaining groups who show the above sequence. Ask questions for feedback. Pairs change roles
Slow stretching of major body parts
– copying the teacher
Reflection: What did you learn about moving with a partner? What did you find hard to do? What shapes or movements were interesting to you?
Children in bare feet.
Attention signals: “Freeze”, drum, “Go”
Rationale for topic: shaking and wiggling movements create interesting muscular sensations; these movements can be related to a variety of nature images.
Drum or music for accompaniment.
Repeat the sequence but wiggle/shake each body part for 4 counts?
If shapes are not firm or interesting, ask “How can we make them more interesting
?”
Teacher demonstrates with help of a child and then all children practise this with their partner.
Teacher demonstrates.
Encourage use of different travelling movements.
Teacher demonstrates with 1 child.
Teacher demonstrates with assistance of 1-2 children.
Teacher demonstrates with assistance of 1-2 children. .
“What makes the sequence look good or interesting
?”
(e.g. when people are not bumping into others; when they remember what comes next in the sequence; when they use different body parts).