Terry Borczon January 11th, 2006 JumpstArt

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Tips for Teaching Dance to Elementary Students

1. Introduce music with rhythmic activities to familiarize students with the phrasing and beat.

2. Initially have students move to the music by themselves using a variety of steps, i.e., walk forward, backward, sideways, skip,. one foot, hopping, circling, etc.

3. Instruct students to copy you while moving around the gym to the music. Ask students .to keep one eye on you and the other on everyone else for safety. Keep changing the movement steps replacing with actual steps of the dance.

4. When proficient, add more new steps in sequence.

5. Once all the steps are learned (indirect method), put the steps in sequence and have students practice to music.

6. Depending on the age, if a partner dance, have students try the steps with a partner. Change partners* often by calling a change word, i.e., "snowball".

7. Student have learned the dance if they can perform the steps in time to the music while changing partners often. Go on to a new dance - they do not need to be perfect, just prof icient .

8. The formal setting for the dance can be done in a follow-up lesson after a short review if desired and students ready.

*Suggestions for partner changing:

i) New partner becomes person closest to you when signal cal led.

ii) Establish a lost and found in the centre circle of the gym so anyone without a partner, can go there and find one.

AVOID

1) Forcing students to be partners let them choose their own.

2) Trying to teach the formal dance at initial introduction.

3) Giving verbal instructions for longer than 2 minutes at a time .

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Club Med Club Med Crazy Signs.-c 0"00"'9..., Chorus: Lift hands up 2x

Touch hands on heart2x Reach forward 4x and repeat all Wave arms over head side to side Wave both hands at ear level 2x Clap thighs 2x Clap hands 2x Tap shoulders with arms crossed 2x Circle right fist under chin 2x Circle left fist under chin 2x

Underline right eye with right hand 2x Underline left eye with left hand 2x

Come here gesture with both hands on right side 2x Come here gesture with both hands on left side 2x Left hand under right elbow wave right hand behind 2x Right hand under left elbow wave left hand behind 2x

Hula dance to the right side 2x Hula dance to the left side 2x Twist both hands at shoulder level 2x Twist both hands at head level 2x

Sleep sign on right side 2x Sleep sign on right side 2x

Circle right fist under left elbow 2x Circle left fist under right elbow 2x Circle right fist in front of left eye 2x Circle left fist in front of right eye 2x Move both fists sharply down on right side 2x . Repeat on left side 2x Chorus

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Dance: SAVILA SE BELA LOZA SERBIA (SUMADIJA)

Music: Savila Se Bela Loza

Level: Junior / Intermediate

Type: Serbian Folk Dance

Formation: Line with hands joined in circle formation

PART I

Measure

1 - 9 Facing slightly inwards and moving right, eighteen small running steps forward starting with right foot.

Step-hop (right) forward.

11 - 20 Repeat pattern of measures 1 - 10 reversing direction and footwork.

PART II

21 - 22 Facing inwards and moving on spot, one SCHOTTICHE STEP* (right) forward with joined hands held at shoulder level.

23 - 24 Repeat pattern of measures 21 - 24 twice (3 times in all).

25 - 32 Repeat pattern of measures 21 - 24 twice (3 times in all).

*Schottiche Step Right (♪♫♪♫) Step on right foot (count 1), close and step on left foot beside right (count 2), step on right foot (count 3), hop (or lift) on right foot (count 4).

* Translation: A (grape) vine entwined itself.

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Dance: HITCHHiKER

Music: Respect Aretha Franklin

Level: Junior / Intermediate

Type: Novelty

Formation: Scattered, solo

Choreography: Adapted from Hitch-hiker Dance, Terry Borczon,

Part I With both feet together, jump backwards twice and clap hands (chug)

Part II With right thumb up, hitch back twice and swivel right foot to right

Part III Repeat part 1 (2 chugs back) and 2 hitches with left thumb

Part IV Repeat part 1, then hitch both thumbs back 2 times.

Part V Walk forward 8 steps snapping fingers

Part VI On spot hitch to the right with right thumb up 2x On spot hitch to the left with left thumb up 2x

Variation 1 In partners, exchange place with partner during 8 walking steps.

Variation 2 Walk to a new partner during part 5 – use cue word such as “Respect”, etc.

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Dance: COTTON - EYED JOE

Origin: U.S.A. (Texas)

Music: Cotton-eyed Joe

Level: Junior / Intermediate

Formation: Groups of 3 or 4, hands joined behind neighbour’s waist.

Notation: Dale Hyde (1972)

Chorus:

1 Weight on L foot, push R foot (knee bent) downward towards floor and lift, 2X.2. Step backward on R foot.3. Step backward and close L foot beside R foot.4. Step forward on R foot.5 - 8 Repeat 1 - 4 with opposite footwork.

Repeat 1 – 8

PART II: Travelling Forward:

Step R diagonally forward on R foot. 2. Step L crossed behind R. 3. Step R diagonally forward on R foot.4. Brush L beside R, brushing foot forward.5 - 8 Repeat 1 - 4 moving diagonally L and with opposite footwork. 9 – 16 Repeat 1 – 4 three (3) more times.

PART II: (variation):1 – 2 Step with R foot diagonally forward and crossed in front of R neighbour's L foot.3 - 4 Step with L foot diagonally forward and crossed in front of L neighbour’s R foot.

5 – 16 Repeat counts 1 – 4.

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Dance: LIMBO ROCK

Origin: Caribbean islands

Music: Limbo

Level: Junior / Intermediate

Formation: Groups of 5 or 6 in a conga line

Notation: Terry Borczon

Chorus: Move hips forward, back, left side, right side while stepping slightly forward on

right foot, left foot etc. moving forward slowly.

Part I: Point right toe to right side

Step on right foot beside left foot

Point left toe to left side

Step on left foot beside right foot.

Repeat all the above.

Part II: Cross right foot in front of left and step forward with all weight

Point left toe to left side (no weight)

Cross left foot in front of right and step forward with all weight

Step backwards with right foot

Step on left beside right

Extend right heel forward

Step on right beside left

Step on left foot in place.

Part III: Add ¼ turn to the right turning after the heel extension.

Variation: groups follow the leader and “ limbo” under the stick as it is lowered from the waist

towards the floor.

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Dance: TINIKLING

Origin: Philippine Folk Dance

Music: Tinikling

Level: Junior / Intermediate

Formation: Groups of 3 or 6; each has 2 long bamboo poles

Notation: Terry Borczon

Two players sit at either end of two long 9 foot bamboo poles. Holding one pole in each hand ,they

strike the poles together and apart in this rhythm:

Count1: strike poles together 1x

Count 2&3: strike poles apart 2x

Maintain a steady rhythm, keeping the poles close to the ground, so dancers can perform the steps.

Part1: Dancers stand beside poles with right hip adjacent to the poles.

Count1 : pause

Count 2,3: leap sideways into the middle onto right foot, left foot, (poles are apart)

Count 1: leap sideways onto the right foot outside the far pole

Count 2,3: leap sideways into the middle on the left foot, right foot,

Count 1: leap sideways onto left foot.

Continue in this manner taking delicate graceful steps. Change frequently between being the dancer

and the rhythm keeper. This dance is usually performed in bare feet.

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Dance: D’Hammerschmiedsgsellen

Music: Middle level folk dances. Can Ed Media.

Level: Junior/ Intermediate

Type: German Folk Dance

Formation: Two Couple Squares. Designate couple # 1 and couple 2. Partners face each other.

Part 1Meas. Cts. Pattern

1-4 1 Opposite couples clap both hands on own thigh

2 Clap hands on trunk (waist or stomach area)

3 Clap both hands together

4 Clap right hands with opposite partner

5 Clap left hands with opposite person

6 Clap both hands with opposite person

Repeat 1-6

Repeat 1-6 six more times

Join hands in circle of 4 (shoulder height ) and do 8 step hops to the left.

Repeat 1-16 with 8 step hops to the right.Part III

Repeat part IPart IV

Right hands in a star (wrist hold) and do 8 step hopsPart V

Repeat Part I

Part VI 1-32 Repeat circles of Part II, only opening each up to form one large circle with everyone going left with 6 step hops. Repeat with 8 step hops to the right.

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While couple # 1 does this sequence, couple # 2 begins at the same time in the 4,5,6,1,2,3,order.

Dance: GOOD OLD DAYS

Music: Roger Miller, Good Old Days

Level: Junior / Intermediate

Type: Partner

Formation: Side by side, couples facing LOD, inside hand hold in double circleOpposite footwork; men start L, women start with R, can be done with same footwork.

PART A

Measure Count Pattern 1 1 - 2 Place L heel forward. Close L to R.

3 - 4 Place R heel forward. Close R to L.2 5 Keep toes together, but separate heels.

6 Close heels together7 - 8 Repeat 5 and 6

3 - 4 9 - 16 Four slow strutting steps forward in LOD, L, R, L, R5 - 8 17 - 32 Repeat measures 1 - 4.

PART B

1 - 2 Charleston step as follows:

1 - 2 Step forward on left foot, bounce3 - 4 Kick right foot forward. Bounce on left foot.5 - 6 Step back on right foot, bounce.7 - 8 Swing left foot back and touch left toe.

Bounce on R foot.3 - 4 9 - 16 Repeat Charleston kick of measure 1 - 2, Part B.5 - 8 17 - 32 Solo turn, away from partners. With 8 slow strutting steps, moving counter clockwise to next partner if done as a mixer.

Variation: Update using a current musical selection with a faster tempo such as “The Riviera” from the recently performed “The Boyfriend” directed by Julie Andrews in Toronto.

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Dance: ELECTRIC STOMP

Music: Boot Scootin’ Boogie

Level: Junior / Intermediate

Type: Country Line Dance

Choreography: Adapted by Terry Borczon,

Moving to r i g h t , step on right, step behind on left, step on right and touch left heel to front.

Repeat moving to the left.

Moving backward, step on right, left, right and touch left heel to f r on t .

Step forward on left, touch right toe beside left, step back on right, touch left toe beside right.

Step forward on left and stomp right foot beside left 2 X - I big stomp, 2 small stomps.

Step back on right foot, touch left toe beside right, step forward on left foot, kick right foot forward and turn 900 to left.

Continue from beginning filling in side touches on instrumental parts.

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Dance: YMCA

Music: YMCA - The Village People

Level: Junior / Intermediate

Type: Novelty

Formation: Scattered

Choreography:Olympia Sports Camp / notated by Terry Borczon,

Part 1: Left hand behind head, right arm stretched out pointing forward moving left to right in time of musicrepeat with right hand behind head and left hand pointing forward repeat once more with left hand behind head.

Part 2: Left finger and arm points up high to left, right finger and arm points up high to right (V-shape)Left finger points across right hip towards ground Right finger points across left hip towards ground Repeat V-shape with arm and fingers Clap hands 8 times

Chorus: Y arms high in V-shapeM sign over head with arms and hands

C shape with hands and arms over and to right of head A shape with hands over head

Dancing on the spot and repeat chorus

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Dance: CIRCLE WAVE

Music: Sai-so- Kodo Cd

Level: Junior / Intermediate

Type: Japanese Novelty

Formation: Single circle, facing centre

Choreography: Christine Jackson, notated by Terry Borczon

Part I: Dancers stand in one large circle.

Each participant creates one original, individual motion which is either sustained ( frozen )or repetitious (continuously moving) .

The first leader demonstrates their motion and “passes it on” to the next person in the circle in a counter-clockwise order. As each participant imitates the motion, a wave type effect is produced. This continues until all participants have had the opportunity to send their motion around the circle—hence the “Circle Wave” name.

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Dance: Name that Dance

Music: UP—Shania Twain

Level: Junior / Intermediate

Type: Canadian Novelty

Formation: TBD

Choreography: Workshop Participants

The group will be divided into small groups of 6 participants and invited to choreograph their own original Canadian novelty dance to the music “Up” by Shania Twain.

Each dance should include the following criteria:

four different dance steps, two levels, face more than one direction / or formation change a minimum of 16 beats should be completed before repeating the sequence. an observable beginning ,middle and ending

Choreography AssignmentRubric

Level 1 Level 2 Level 3 Level 4

Theme reflected in costumes, props, style.

theme is not developed in the presentation

theme is developed in some parts of thepresentation

theme is developed throughout the presentation

theme is developed with superiorattention to detail

Variety of directions/ formations, levels, dance steps

presentation has a limited variety of formations, levels, dance steps.

presentation has an adequate variety of formations, levels, dance steps.

presentation has a wide variety of formations, levels, dance steps.

Presentation has an exceptional variety of formations, levels, dance steps.

Synchronization of rhythm and dance steps by group members

group rarely synchronized in presentation.

group sometimes synchronized in presentation

group usually synchronized in presentation

group always synchronized in presentation

Creative appeal to audience

limited creative appeal of presentation

some creative appeal of presentation

definite creative appeal of presentation

outstandingcreative appeal of presentation

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Dance: Step UpMusic: Step Up CDLevel: Junior/ IntermediateType: NoveltyFormation: Scattered, facing frontChoreography: Terry Borczon 2006

Part 1

Step heavily lifting knees high to right on right foot, step behind on left, step right on right, stomp left foot beside right foot. Repeat to the left.

Part 2

On spot, do hip hop step: jump onto right foot in front of left, bending left leg back, jump back on left foot, lifting right foot, jump onto right foot beside left foot, step on left foot & repeat.

Part 3

With weight on left foot, kick right foot in air forward and to the side & repeat.

Part 4

With weight on left, step forward on right foot, swivel hips and pivot feet , shift weight and turn ¼ turn to the left and repeat, completing a 180 degree turn.

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Dance: Steppin' Out (originated by Roger and Jean Knapp of Corpus Christi )

Music : The Texans: Blue Star #31526 Level : Intermediate Type : Novelty Formation: Scattered, solo, facing LOD; start on left foot.

FIGURE:

1 -4 STEP(L), BRUSH, BRUSH, BRUSH ( R ): SIDE , BEHIND, SIDE BEHIND(to right) STEP( R ), BRUSH, BRUSH, BRUSH ( L): SIDE , BEHIND, SIDE BEHIND ( to left)

Step on left foot to side; brush the R forward, and across the L, brush R back and step on again beside the L; step R to side, cross L behind the R, step R to side, cross L behind the R

5- 8 WALK AROUND, 2,3,4, STEP, BRUSH, BRUSH, BRUSH: STEP, STEP STEP,-; Turning L walk around a small circle in four steps (slow) Step L in place and triple brush R as in measure 1-4 then step in place R-L-R.

9-16 REPEAT STEPS OF MEASURES 1-8

17-20 WALK FORWARD (L) 2,3,4; STEP, BRUSH-sh-sh; STEP, STEP, STEP, Repeat backwards

Moving forward 4 steps snapping fingers, step on left and slowly brush right foot in a small circle on f Floor, making a shush sound with mouth;step LRL in place.

21-24 REPEAT MEASURES 17-20

25-32 REPEAT MEASURES 1-8 ENDING IN STARTING POSITION

Note: THIS IS A S1MPLE DANCE IN THAT THE 8 MEASURES OF THE FIGURE ARE REPEATED. THE FIRST TIME THROUGH WITH MUSIC: THE SECOND TIME THROUGH WILL BE THE RHYTHM ONLY: THE THIRD TIME THROUGH WILL BE SILENT ON THE RECORDING UNTIL MEASURES 25 WHEN THE FULL MUSIC WILL COME IN FOR THE ENDING.

SOMETHING NEW: AN EXPERIMENT WITH RHYTHM AND SOUND

THIS IS THE ONLY ROUND DANCE RECORD WITH 24 MEASURES OF ABSOLUTE SILENCE INCORPORATED INTENTIONALLY TO ALLOW ONLY THE FOOT NOISES FROM THE FLOOR TO BE HEARD AND ACT AS A GUIDE FOR THE DANCERS TO STAR TOGETHER AND KEEP THE RHYTHM CONSTANT COMING OUT EVEN WITH THE LAST 8 MEASURES OF RECORDED MUSIC. THE COMPLETE SIMPLE ROUTINE IS DONE WITH FULL ORCHESTRA. THE SECOND TIME THE STEPS ARE CUED ONLY WITH THE RHYTHM SECTION.THE THIRD CHANGE IS THE SILENT SECTION LED

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INTO WITH ONLY THE BRUSHES OF THE DRUM: IT SHOULD PROVE GREAT FUN.

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Dance:

Music:

Level:

Formation:

Notations:

Introduction:

Achy Breaky Heart Dance

Achy Breaky Heart - Billy Ray Cyrus

Junior, Intermediate

Country Line Dance Scattered, solo or in lines

Terry Borczon as learned from Karen Murphy

16 beats

Figure 1: Moving to right, step on right foot to side. Step on left behind, step on right to side (a little in front) and hold for 1 beat.

Figure 2:

Figure 3*:

Rock back onto left foot, rock forward onto right, rock back onto left and hold.

Point right foot back, to side, 1/4 turn to left, 1/2 turn to left (weight on right).

Figure 4*: Step back left, right, lift left knee, 1/4 turn to left (feet parallel, weight on both feet).

Figure 5: Step back on right, left, right, stomp left beside right.

Figure 6: Step on left back, rock forward onto right, rock back onto left and hold.

Fiqure 7:

Figure 8*:

Step on right to side (1/8 turn), stomp left beside and clap, step on left to side (1/8 turn), stomp right beside and clap.

1/4 turn to left, step on right to side, step on left behind, step on right to side, stomp left beside right and clap.

Repeat until music ends.

Variation*: Primary and Junior LevelSubstitute the following for Figures 3, 4 and 8.

Figure 3: Point and touch right foot to back, to side, to front and step beside left.

Figure 4: Point and touch left foot to back, to side, to front and step beside right.

Figure 8: Step on right to side, step on left behind, step on right to side, stomp left beside right and clap.

Dance: Night Fever

Music: Staying Alive Bee Gees

Level: Junior / Intermediate

Formation: Scattered, solo

Notations: Terry Borczon 2006 updates & Jack Geddes

PART 1:

1-4 With feet together, weight forward, swing both heels right then left. (1&2 in same position open heels and click together twice. (3&4)

5-6 Extending right leg forward Tap right toe to the floor twice (5&6) then,extending right leg backward tap right toe to the floor twice (7&8).

9-l2Extending right leg forward tap right toe to the floor once (9)extending right leg backward tap right toe to the floor once (IO)extending right leg to the right tap right toe to the floor once (1l).Lift right knee and swing it across left leg to the left as the body turns a quarter to the left (12).

PART 2:

13-16.Walk backward three steps, starting on the right, clap hands on count 16

17-20 Walk forward three steps starting on the left clap on count 20.

21-24 Walk backward three steps starting on the right clap on count 24.

25-2B Walk diagonally left three steps starting on the left clap on count 28.

29-32 Complete turn to the right 360 degrees with three steps starting on right clap on count 32.

33-36 Complete turn to the left 360 degrees with three steps starting on left clap on count 36.

37-40 Step on right foot and kick left diagonally across left (37&38) Step on left foot and kick left diagonally across right (39&40)

41-42 Walk to the right, three steps starting riqht, and kick left across right(4l).Walk to the left three steps starting left ,and kick right across left (42).

Repeat dance from the beginning.

Variation: Travolta move on the spot. Point right finger high in the air on the right side of body, then point right finger down low across the body moving hips side to side with left hand on left hip.

Integrating Dance with Other Subject Areas:Make natural curriculum connections.Look at different subjects and required expectations.Consider clustering Physical Education expectations and other subject expectations, e.g., language, visual arts, drama, math, music.

Students can:

Language Recount/retell Physical Education lessonWrite up their own creative dance Reflective response (thoughts, feelings about dance lessons)Use poetry that reflect movement actionDevelop an appreciation of dance poetry

MathPatterningMeasuringCountingGraphingGeometrical shapeSymmetry

Visual ArtsMake instrumentsRespond to Physical Education lessons by illustrating using pastels, paint, charcoal, crayons, and cut and paste techniquesUse line and design to act as a stimulus to create a variety of pathways

DramaTableaux Acting out story scenarios to music

MusicCreate (e.g. dripping water, sandpaper scraping)Explore patterning, beat and rhythmUsing songs as a stimulus for movementExplore sounds with musical instruments (percussion and Orff) Use of electronic music as a stimulus for movement

Student Response Sheet

Student's Name: Date:

You have learned several different dances in Physical Education class. List as many of them that you can.

Describe the ones you liked doing and why.

Which dance or dances did you find to be the most difficult? Why?

What would you like to tell other students about learning different dances?

Draw yourself performing two of the dances you learned and label them.

The Arts

“Education in the arts is essential to students’ intellectual, social, physical, and emotional growth…the creative and practical work encourages students to express themselves in both verbal and non-verbal ways, and thus can enable them to discover and develop abilities that can prove to be rich sources of pleasure later in life.”*

One method of incorporating the arts in your curriculum is to integrate monthly theme day celebrations into your program. These can be organized into school-wide sharing events, the purpose of which is to highlight creative abilities and talent, and build community, while celebrating and showcasing learning.

Celebrating the Arts

Month Theme Event

October Halloween Danceathon

November Remembrance Day Playground Playscape

December Christmas A Christmas Pageant

February Valentines’ Day Love is in the Air

April Celebrate Spring Spoken Arts Festival

May Education Week Young Authors’ Convention

June Summer’s Here- Hobbyfest School’s Out

* The Arts. The Ontario Curriculum Grades 1-8 Pg. 5