PE_Guidelines_english0

Exemplar 10
Creative dance
fifth and sixth classes
Theme
Body awareness—body parts
Relationships—partner work
Introduction
Development
Conclusion
Stimulus
‘Waking up body parts’: body jiving
Assessment
Among the techniques which may be used are
• teacher observation: balance, control and co-ordination displayed,
understanding of body awareness, ability to work
with a partner
• curriculum profile: use teacher observations to compile a
profile.
• Teacher and children gather together and discuss the lesson ahead, what understanding of
dance they have and what to expect in dance.
• Teacher leads children through a warm-up, using a variety of stretching and swinging
movements, and simple co-ordination exercises (walking on the spot and moving arms: up,
up, down, down).
• Exploring the movements of different body parts, guided by the teacher and focusing on a
variety of joints and surfaces (arms, back, tummy).
• Having explored the movements of different body parts, teacher asks children to ‘wake up
a number of body parts and jive (move) them one at a time and together begin
jiving/moving your head ... now keep it going and start to jive your shoulders ... now add
your elbows … hips ... back ...’
• Jive and freeze
While children are jiving different body parts, teacher calls ‘freeze’ and they must keep still,
teacher calls ‘jive’ and they continue.
• Creating a body jive phrase
A body jive phrase is a sequence of body parts moved one after the other to a count of
eight; four body parts are chosen, given two counts each and arranged in sequence:
shoulder (1), shoulder (2), hip (3), hip (4), elbow (5), elbow (6), palm (7), palm (8)
Teacher begins by asking pupils to create a body jive with him/her. Call this ‘body jive A’.
• Partner body jive (B)
Pupils work with a partner to create their own body jive, choosing four body parts and
creating a sequence of movement.
(Teacher moves about, guiding where necessary. Some children may need a starting
suggestion, others may need help in keeping their timing together.)
• Linking A and B
Standing beside partner, children all dance ‘body jive A’ together and, using the action ‘palm,
palm’ (last two counts of body jive A) to turn to partner, they now dance ‘partner body jive
B’ with partner.
The total dance: ‘Body jive A’ and ‘Partner body jive B’ = 16 counts.
• Relaxation: Children stand in their own spaces again and teacher leads them through some
gentle stretches to relax and cool down.
Note: This theme may be developed as a lesson or as a unit of work.
Physical Education Teacher Guidelines
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