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Time to Move: Ten Pieces

Age 6 - 8

This special series of Time to Move has been produced to complement the BBC music project Ten Pieces.

Each of the four units features music from Ten Pieces - using the recordings that have been specially made for the BBC.

For more information about Ten Pieces visit the website at:

www.bbc.co.uk/programmes/p01vs08w

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Time to Move: Ten PiecesPage

Unit 1: The sea

Unit 3: Planet Mars

Unit 2: On the mountain

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Introduction

Using Time to Move:

• Time to Move needs plenty of space. The hall or a cleared and swept classroom or similar large space is ideal. • Use the best equipment that the school has to offer for playback.• Makesurethechildrendanceingymshoesorbarefeet.Barefeetgiveagoodsenseofcontactwiththefloor,

ifyourfloorissafe.ThechildrenshouldbeinPEkittoalloweasymovementandtoensurethattheydonotbecome too hot.

• Encourage the children to listen carefully right from the start – not just to the presenter but also to the music.

Teaching points:

Some tips to help you get the best out of these programmes...• Always encourage careful listening• Reinforcetheimportanceofsafety–egawarenessofotherstoavoidcollisions,spacing,sensiblelandings(with

thewholefoot,flexingasitcomesdownandkneesbending).• Help the children to observe each other’s movement in a positive light and to learn from their observations.• Give the children a sense of your own enthusiasm.

Dance and the National Curriculum:

Danceisacknowledgedasavitalingredientofachild’sPhysicalEducationintheNationalCurriculumforbothKeyStage1and2,wherepupilsarerequiredtoperformdancesusingavarietyofmovements.TheapproachofTime to Movefrequentlyallowsdancetobecombinedwithothersubjects,enablingarichexpressiveartsexperience.

Unit 4: The Firebird 21

Downloading these programmes

These programmes can be downloaded following transmission. Go to this page oftheBBCPodcastDirectory(copyandpastethelinkintoyourbrowser):

www.bbc.co.uk/podcasts/series/ttm

If you subscribe to the podcast your computer will automatically search for anynewcontent,meaningyoushouldnever miss a programme. Alternatively refer to the transmission dates right to see when programme becomes avail-able.

You can also subscribe to the podcast usingotherleadingsoftware,includ-ing iTunes. Enter ‘Time to Move’ in the searchfieldtoaccessthefullrangeof Time to Move downloads,includingthese special 10 Pieces programmes.

The ten pieces themselves can also be downloaded from the BBC. Go to this pageofthePodcastDirectory:

www.bbc.co.uk/podcasts/series/tenpieces

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Using these Teacher’s Notes:

TheseTeacher’sNotesincludeadetailedcontentgridforeachprogrammeintendedtohelpyounavigatetheprogrammesandgetthemostoutofthem. The content grids include the following information:• Content. This is the description of the movement sequence.• Guidance. This is intended to offer advice on how to get the class to get the best out of the content.• Evaluation. This is usually a series of questions indicating what to look for to assess the level of the children’s contribution.

We advise that you listen through to each programme before using it with your group. When you do this make a note of when each movement sequence starts - you may wish to jot a timing down beside each entry in the grid. Also make a careful note of any places in the programme when Pete,thepresenter,instructsyoutopausetheplaybacksothatthechildrencanworkintheirgroupsindependentoftheprogramme.Becarefultopress‘pause’ratherthan‘stop’sothattheprogrammewillcontinuefromthecorrectplacewhenyouresumeplayback(pressing‘stop’mayreturntheprogrammetothebeginning,dependingonwhatdeviceyouareusingforplayback).

Downloading the programmes as podcasts:

These programmes are available as ‘podcasts’ from the BBC website following transmission. This means that individual programmes from the series canbedownloadedasanmp3filetoyourcomputerastheybecomeavailable.Youcanalsosubscribetotheseries,meaningthatyourcomputerwill automatically search for new programmes and ensure that you do not miss a single episode.

To either download or subscribe to Time to Move as a podcast go to this page and follow the instructions on ‘How to subscribe’ and ‘How to download’(copyandpastethelinkintoyourbrowser):

www.bbc.co.uk/podcasts/series/ttm

Youcanalsosubscribeusingleadingpodcastsoftware,includingitunes.Oneadvantageofsubscribingusingitunes(orsimilar)isthatyoucansavetheaudiodirecttoyourmp3playerprogram,withouthavingtoimportthefile.However,themp3fileswillalsoplaydirectfromyourcomputer,using whichever media player you have selected.

Feedback:

Feedbackisvitaltotheseriesandisalwayswelcome.Pleasevisitthe‘Contactus’pageoftheSchoolRadiowebsiteat:

www.bbc.co.uk/schoolradio/contactusform

Oryoucanwritetousat:

Time to MoveBBC School Radio3rd Floor Bridge House MediaCityUKM50 2BH

We look forward to hearing from you!

Music from the 10 Pieces:

Britten:‘Storm’Interludefrom‘PeterGrimes’Mozart:HornConcertoNo.4Handel:‘ZadokthePriest’

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Programme

1A storm coming

Unit 1: The sea 1 - A storm coming

Movement focus:

Body: Moving with control around the space,arms,legs,head,shoulders,handsand feet

Action: Jumping,turning,stretchinguphighanddownlow,bendingandstraighteningknees,swaying,steppingin time

Dynamics:Quick,lightfootsteps,sudden changes of direction

Space:Makingacurvypathway,makingazig-zagpathway,usinghighandlow levels

Relationships: Working with a partner,workingalone

Inthefirstunitofprogrammesthechildrenexploredifferenttypesofmovementsassociatedwiththethemeof‘Thesea’.They will be dancing to several pieces of music from the BBC’s Ten Pieces. They respond imaginatively to the storm music (‘Storm’Interludefrom‘PeterGrimes’–fastsection)movingonthespot,thenaroundthespace.Theylistentoandre-spondtotheslower,calmermusic(‘Storm’Interludefrom‘PeterGrimes’–slowsection),thentravelaroundthespaceasasoaringseagull.Theylistentoandrespondtothebusymusic(HornConcertoNo.4),thenworkingwithapartner,showjobstheymightdoaboardship.Finally,theyputtogetherthemovestheyhavebeenpractisingtocreatealongerdancese-quence.

Lesson summary:

Respond to the music(‘Storm’Interludefrom‘PeterGrimes’-fastsection):Moveonthespottothestormmusic.Choose your own way of moving – responding to the music.

Travel around the space: Travel around the space to the storm music. Choose your own way of moving – responding to the music.

Travel around the space, imagining a storm: Travelaroundthespace,tothestormmusic.Thistime,thinkabouthow you might show the storm.

Travel around the space, imagining a storm at sea:Travelaroundthespace,tothestormmusic.Thistime,thinkabout how you might show a storm at sea.

Respond to the calmer music(‘Storm’Interludefrom‘PeterGrimes’-slowsection):Moveonthespottothisnew,calmer music. Choose your own way of moving – responding to the music.

Travel around the space to the calmer music: Chooseyourownwayofmoving,respondingtothemusic.

Travel around the space, imagining you are a seagull: Movearoundthespace,glidinglikeaseagull.

Respond to the busy music (HornConcertoNo.4):Workingwithapartner,travelaroundthespacetothebusymu-sic. Choose your own way of moving.

Do your jobs aboard ship: Workingwithyourpartner,doyourbusyjobsaboardshipintimetothemusic.

Create a story: Putallthemovementsectionstogethertocreateashortnarrativeaboutsailorsatseaduringastorm.

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Content Guidance Evaluation

Respond to the musicMove on the spot to the storm music. Choose your own way of moving – re-sponding to the music.

Encourage the children to respond to the fast and furious tempoofthemusic.Theyshouldexploredifferentwaysofmoving,suchasbendingandstraighteningtheirknees,stretchinguphighandreachingdownlow,andthrowingout their arms when they hear the drums.

Canthechildrenworkinaspaceoftheirown,notnearanyone else? Are they able to respond to the fast tempo ofthemusic,butmovewithcontrol?Cantheyexperi-ment with different types of movements?

Travel around the spaceMove around the space to the storm music. Choose your own way of moving – responding to the music.

Encourage the children to make their own pathway throughthespace.Theycanexplorewaysofmoving,suchas,travellingquicklyorslowly,inastraightlineorinazig-zagline.Theycouldreachuphigh,ordipdownlow.

Canthechildrencontinuetoreflectthefastandfuriousfeelofthemusic,astheymovearoundthespace?Cantheyusethewholespace,notfollowinganyoneelse?

Travel around the space, imag-ining a stormTravelaroundthespace,tothestormmusic. This time think about how you might show the storm.

Thechildrenshouldbuildinsometurns,toshowthewindblowingwildly.Encouragethemtoexplorehighandlowlevels.Theycouldkeeptheirarmstotheirsides,ormovethem like zig-zag lightning. Freeze at the end of the se-quence in a dramatic storm shape.

Can the children travel and turn with control around the space?Cantheyreflectthethemeofthestorm?Aretheyable to hold their frozen shapes at the end?

Travel around the space, imagining a storm at seaTravelaroundthespace,tothestormmusic.Thistime,thinkabouthowyoumight show a storm at sea.

The children need to think about how they might show something at sea. They could show the waves rising and falling,oraboatbobbingaboutinthesea.Theyneedtoremember to turn as they travel.

Are the children moving quickly and lightly through the space,makingtheirownpathway?Cantheyrespondim-aginatively and creatively to the music?

Respond to the calmer music Moveonthespottothisnew,calmermusic. Choose your own way of moving – responding to the music.

Thechildrenshouldremainstandingonthespot,astheymove. They should listen carefully to the music and move astheyfeel–sometimesslowly,andsometimesalittlefaster.Theycouldstretchuptheirarmsslowly,orswaygently from side to side.

Are the children able to move in a very different way to lasttime,nowthatthemusicisquieterandcalmer?Aretheyabletochangetheirmovements,whenthemusicgetsa little faster?


Travel around the space to the calmer musicChooseyourownwayofmoving,responding to the calmer music.

Encourage the children to respond imaginatively to the music. It feels a bit like a bird soaring – so they might stretch out their arms wide by their sides. They should movewithsmall,silentfootsteps.

Can the children move slowly and calmly around the space? Can they continue to show the difference between theslow,gentlemusicalpassagesandtheslightlyfastersections – by the way that they move?

Travelaroundthespace,imaginingyouareaseagull.Movearoundthespace,gliding like a seagull.

The children need to swoop down low to the ground and be ready to turn slowly as they travel.

Canthechildrenreflectthecharacteroftheseagull,asthey move around the space? Can they remember to freeze at the end of the music and hold their gliding bird shape?

Respond to the busy music Workingwithapartner,travelaroundthe space to the busy music. Choose your own way of moving.

Encourage the children to think about how they might travelaroundthespace.Theycouldskip,hop,orjump.

Arethechildrenabletoworkcooperativelyintheirpairs,onepersonfollowingtheother,astheymovearoundthespace? Can they make their own pathway?

Do your jobs aboard shipWorkingwithyourpartner,doyourbusy jobs aboard ship to the music.

The children need to think about what jobs they might bedoing.Theycouldbescrubbingthedecks,polishingtheship’swheel,climbingtherigging,orhoistingthesails.Whentheyhavefinishedonejob,theyneedtotraveltothenext,usingskipping,hoppingorjumpingsteps.

Canthechildrenworktogether,astheydotheirjob?Canthey move in time to the music? Are they able to travel aroundthespacetogether,usingtheirstepsthattheypractised last time?

Create a storyPutallthemovementsequencestogether to create a short dance narrative about sailors at sea.

Encourage the children to recall the different moves that they have been practising. First they will move as seagulls totheslow,gentlemusic;thendotheirbusyjobsaboardship;thenshowthewildstormatsea,beforeendingwiththeslower,gentlemusicagain.Thisrecapofthepro-gramme’smovementsequenceshappenstwice:thefirsttimeyouwillhearPete(thepresenterannouncingthetransitionfromonemovetothenext).Afterthatthereisan opportunity for the children to present their narratives to the music only. At the end compose the children ready for the return to the classroom. You may add your own ‘cool down’ if you wish.

Can the children remember the movements that they have been practising today and put them together into one extendedsequence?Aretheyabletomovewithexpres-sionandconfidencearoundthespace?Cantheyconveythe atmosphere of a stormy day at sea?

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Programme

2Sea creatures


Britten:‘Storm’Interludefrom‘PeterGrimes’Beethoven:SymphonyNo.5(1stMovement)Mozart:HornConcertoNo.4Handel:‘ZadokthePriest’

Movement focus:

Body: Usingarms,legsandfeet,head,hands,feet,fingers.

Action: Jumping,stamping,walkingontip-toes,turning,walking,stridingquickly,stretching

Dynamics: Contrasts in speed and strengthofmovement–usingbold,forcefulmovements,movinggentlyandgracefully Space: Moving with control around the space. Using different levels and exploringdifferentwaysofmakingpathways

Relationships: Workingalone,witha partner and in a group

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Unit 1: The sea 2 - Sea creatures

Inthesecondprogrammethechildrencontinuetoexplorethethemeof‘Thesea’.Theywillbedancingagaintoseveralpiecesofmusic,takenfromtheBBC’sTen Pieces.Theyrespondimaginativelytothestormmusic(‘Storm’Interludefrom‘PeterGrimes’–fastsection),creatingabig,movingstormyseapicture.Theylistentoandrespondtotheslower,calmermusic(‘Storm’Interludefrom‘PeterGrimes’-slowsection),thentravelaroundthespaceasdivers,thenasunderwaterseacreatures.Theylistentoandrespondtothejumpy,seriousmusic(SymphonyNo.5byBeethoven)then,workingwithapartner,travelaroundthespaceasashark.Theythenlistentoandrespondtotheloud,dramaticmusic(‘Mars’from‘ThePlanets’),andworkinginagroup,movearoundthespaceasanenormousseacreature.Finally,theyputtogetherthemovesthey have been practising to create a longer dance narrative.

Lesson summary:

Make a stormy sea picture(‘Storm’Interludefrom‘PeterGrimes’–fastsection):Travelaroundthespace,showingastorm at sea.

Explore underwater: (‘Storm’Interludefrom‘PeterGrimes’-slowsection)Workingwithapartner,exploreunderwa-ter together.

Be an underwater sea creature:Movearoundthespace,asanunderwaterseacreaturethatyouhavechosen.

Respond to the new music(SymphonyNo.5):Listentothenewmusic.Moveonthespotandaroundthespace,showing how the music makes you feel.

The shark travels through the water: Workingwithapartner,travelaroundthespacetogetherastheshark.

Respond to the new music(‘Mars’from‘ThePlanets’):Workingwithapartner,travelaroundthespace,lettingthemusic lead you.

Make an enormous sea creature:Workinginagroupoffour,makeanenormousseacreaturetogether,thentravelaround the space as this creature.

Create a story:Putallthemovementsectionstogethertocreateashortnarrative.


Make a stormy sea picture Travelaroundthespace,showingastorm at sea.

Encourage the children to think about how they might move: they could hold out their arms to be the zig-zag lightning,orturnhighandlowasthebillowingwind;theycouldstretchuphigh,thencurlup,astherollingwaves,ortwist and turn like a piece of seaweed.

Can the children create the atmosphere of a storm at sea throughtheirmovements?Cantheyusethewholespace,notfollowinganyoneelse?Cantheymovewithcontrol,tothe fast and furious music?

Explore underwaterWorkingwithapartner,exploreunder-water together.

Help the children to imagine they are divers swimming under the water. Encourage them to reach out their arms andtoturnslowly,changingdirectionastheytravel.

Canthechildrenworkcooperativelywiththeirpartners,swimming side by side through the water? Can they use slow,gracefulmovements?

Be an underwater sea creatureIngroupsofabout4.Movearoundthespace,asanunderwaterseacreaturethat you have chosen.

Help the children to decide what sea creature they are goingtobe–suchasafish,aseahorse,acraborajelly-fish.Theyneedtothinkaboutwhatsortofpathwaytheymightmake,suchascurving,sideways,orzig-zag.

Can the children respond to the music – moving more quickly when it is faster? Can they clearly show the char-acter of the creature that they are depicting? Can they maketheirownpathway,notfollowinganyoneelse?

Respond to the new music Listentothenewmusic.Moveonthespotandaroundthespace,showinghowthe music makes you feel.

Encourage the children to listen to the different types of music in this section – jumping up high or curling up small,whentheyheartheurgent,loudnotes,andtravel-lingquicklyaroundthespacewhentheyhearthequieter,faster music.

Canthechildrenfindtheirownwaysofrespondingquickly to the different types of music? Can they hold theirfreezeonthefinalbignotes?

The shark travels through the water Workingwithapartner,travelaroundthe space together as the shark.

The children need to work together to decide which part of the shark they will be – one person might hold their handstogetherabovetheirheadtobetheshark’sfin:theotherpersonmightbetheshark’shead,stretchingarmsoutwidetobeitsjaws,showingoffallitssharpteeth.

Canthechildrenstaytogether,astheymovethroughthespace?Cantheyworktogether,tocreatethesharkbe-tweenthem?Cantheyrespondtothedramaticmusic,thinking about the different things that they will do in the quieter and louder sections.

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Respond to the new music Workingwithapartner,travelaroundthespace,lettingthemusicleadyou.

Encourage the children to think about how this music makes them want to move: does it make them want to movewithsmallstepsorbigstrides?Tiny,lightsteps,orbig,heavysteps?Doesitmakethemwanttomaketheirbodyverysmall,orasbigastheycan?

Canthechildrenlistentothisnewpieceofmusic,clearlyreflectingitsmoodintheirmovements?

Make an enormous sea creature Working in a group of four make an enormousseacreaturetogether,thentravel around the space as the creature.

When the music changes to be faster and louder the children work as a group to decide what their sea creature could show to match the change in mood.

Help the children to decide what sea creature they are goingtomakewiththeirgroup.Theycouldbeawhale,ajellyfish,agiantspidercrab,oralongeel.Encouragethemto think about how they will work together to create the shape of the creature.

Be ready to pause the programme when invited to do so and then allow the groups a short period of time to work on their sea creatures. Set a time limit - perhaps a couple of minutes - to ensure the children are focused on the task. Then resume the playback.

Can the children move at the same time as everyone else in their group? Are they able to work co-operatively together? Are they able to show the character of their enormous sea creature?

Create a story Putallthemovestogetherthatyou’vebeen practising.

Encourage the children to recall the different moves that theyhavebeenpractising.Firsttheywillmoveasdivers;thenunderwaterseacreatures;thentheywillmovearoundthespacewithapartnerasthesharkandfinallytheywillmovearoundwiththeirgroup,astheenormoussea creature.

Thissectionisrepeated.Onthefirstrun-throughthepresenter reminds the children of the movements for each sequence. Make sure everyone listens carefully and doesn’tmoveuntilinstructedtodoso.Then,whenthemusicisrepeated,thechildrencanshowtheirdanceswithjustthe‘story’linestoprompttheirmovements(ietherearenoinstructionsfromthepresenter).

Can the children remember all their different movements? Are they able to listen to the instructions and move quick-lyfromonesequencetothenext?Cantheyrespondexpressivelyandshowclearcontrastsbetween the different movements? Are they able to work independently,butalsocooperativelywithothers?

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Mozart:HornConcertoNo.4Handel:‘ZadokthePriest’Adams: Short Ride in a Fast MachineHolst:‘Mars’from‘ThePlanets’Beethoven:SymphonyNo.5,1stmovement Britten:‘Storm’Interludefrom‘PeterGrimes’

Programme

3Storm!

Unit 1: The sea 3 - Storm!

Movement focus:

Body: Moving with control around the space,usingarms,legs,fingers,head

Action: Jumping,hopping,skipping,tapping,risingandfalling,turning,stretching high and dipping low

Dynamics:Quick,slow,heavy,lightfootsteps

Space:Makingacurvypathway,jump-inguphigh,crouchingdownlow,sud-den changes in direction

Relationships: Working with a partner,workingwithagroup,workingalone

Inthisfinalsessionofthe‘Sea’unitthechildrendanceagaintoseveralpiecesofmusicfromtheBBC’sTenPiecesproject.Theywarmupbydoingtheirbusyjobsaboardtheship(HornconcertoNo.4);theylistentoandrespondtotheslower,calmermusic(‘ZadokthePriest’);thentheytravelaroundasshipsmovingthroughthewater;thentheytravelthroughthespacetothefastermusic,likeshipsmovingthroughtheroughsea(ShortRideinaFastMachine);asthestormgrowstheymovearoundthespaceasthecloudsandwind(‘Mars’from‘ThePlanets’);theytaptheirfingersonthefloorastherain(ConnectIt);theymovearoundasthebeamofthelighthouseguidingtheships(SymphonyNo.5);finallytheyworkwithagrouptoshowthesailingshipreturninghomeafterthestorm(‘ZadokthePriest’).

Lesson summary:

Warm up(HornconcertoNo.4):Workingwithapartner,travelaroundthespace.Letthemusicguideyou.

Busy jobs on board ship: Workingwithyourpartner,doyourbusyjobsonboardship,thentravelaroundthespace.

Travel through the sea(ZadokthePriest):Moveslowlyaroundthespace,asashipsailingthroughthecalmwater.

Travel through the rougher sea(ShortRideinaFastMachine):Travelthroughthespaceagain,astheshiporboatyou have chosen.

A storm is coming(‘Mars’from‘ThePlanets’):Movethroughthespace,showinghowthewindisblowingandtheweather is changing. It starts to rain(ConnectIt):Tapyourfingersonthefloorastherain.

Alighthouseshinesinthedarkness(SymphonyNo.5):Showthebeamofthelighthouse,asitsweepsoverthewaves.

The ship sails home(ZadokthePriest):Workinginagrouptomakethesailingship,movethroughthespace,astheship sailing home.

Create a story:Putallthemovestogetherthatyou’vebeenpractising.


Warm up Workingwithapartner,movearoundthespace.Letthemusicguideyou.

Encourage the children to think about how they will move –theycouldskip,hop,jumporwalkintimetothemusic.

Can the children move in time to the beat? Are they able totravelaroundtogether,onefollowingtheother?Canthey use a variety of steps?

Busy jobs on board ship Workingwithyourpartner,doyourbusyjobsonboardship,thentravelaround the space.

Help the children to remember their busy jobs – they mighthoistthesails,scrubthedecks,orpolishtheship’swheel.

Can the children move quickly from travelling around the space,tostoppinganddoingtheirbusyjobs?

Travel through the seaMove slowly around the space as a ship sailing through the calm water.

Encouragethechildrentorespondinitiallytothemusic,swaying gently and bending and straightening their knees. Then help them to imagine they are a boat – they could bealittlesailingboat,orahugeoceanliner.

Canthechildrenshowwhatacalmdayitis,throughtheirslow,gentlemovements?Aretheyabletomaketheirownpathway through the space?

Travel through the rougher seaMovethroughthespaceagain,astheship or boat you have chosen.

The children need to think about how this new music changes the way that they move. Does it make them want to move around the space more quickly or more slowly? The sea is much rough now!

Are the children able to continue to travel through the spaceasshipsandboats,butchangetheirspeedandusebigger movements to show how rough the sea is? Can they respond to this new music?

A storm is comingMovethroughthespace,showinghowthe wind is blowing and the weather is changing.

Encourage the children to think about how they move – they could uncurl slowly and stretch out their arms as theclouds,ortwistandturnthroughthespace,asthoughthey are a cloud being swept along in the wind.

Canthechildrenusethewholespace,makingtheirownpathways?Aretheyabletoexploredifferentlevels–highand low? Can they change direction quickly?

It starts to rainTapyourfingersonthefloorastherain.

The children need to think about how they could show therain–theycouldtaptheirfingersgently,taptheirfeet,or move their head in time.

Can the children work together to create an impression of the rain?

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A lighthouse shines in the dark-ness Showthebeamofthelighthouse,asitsweeps over the waves.

The children need to think about how they will show the beam of the lighthouse: they could hold their arms out infrontofthem,movingthemslowlyoneway,thentheother.Ortheycouldmovequicklyaroundthespace,asthe light sweeping across the sea.

Canthechildrenmovewithquick,lightfootstepsthroughthe space? Are they able to really stretch out their arms straight as the beam?

The ship sails homeWorkinginagroup,tomakethesailingship,movethroughthespace,astheshipsailing home.

Thechildrenneedtodecidefirstwhatpartoftheshiptheyaregoingtobe–thebackorthefront,theship’smast,orthesails;onepersoncouldbesteeringtheship.

Can the children work together to show the ship moving through the water? Are they able to step forwards slowly in time to the music?

Create a storyPutallthemovestogetherthatyou’vebeen practising.

Encourage the children to recall the different movements thattheyhavebeenpractising:firsttheyaregoingtobemovingasshipstotheslow,gentlemusic,thentheywillshowthecloudsmovingacrossthesky,thentheywilldepicttherainfalling,thentheywillshowthestorm,thenthebeamofthelighthouse,andfinally,ingroups,theywillmove together as the ship sailing home.

In common with the other programmes in the unit the opportunity to build a story from the movement sequenc-es begins with a run-through to the instructions given by Petethepresenter.Makesurethechildrenlistencarefullyand only move when instructed to do so. Following this the children have an opportunity to repeat their moves to justthestorylines,without the presenter’s instructions.

Are the children able to listen to the instructions and movequicklyfromonesequencetothenext?Cantheyrespondexpressivelyandshowclearcontrastsbetweenthe different movements? Are they able to work independ-ently,butalsocooperativelywitheachother?

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Programme

4Wild weather!


Mussorgsky: ‘A night on the bare mountain’Grieg: ‘InthehalloftheMountainKing’(fromPeerGyntSuite)

Movement focus:

Body: Moving with control around the space,arms,legs,head,shoulders,handsand feet

Action:Jumping,turning,twisting,stretchinguphighanddownlow,spinning,bendingandstraighteningknees,swaying,crouching

Dynamics:Quick,lightfootsteps,suddenchangesofdirection,moving slowly through the space

Space:Makingacurvypathway,usinghighandlowlevels,travellingfromsideto side

Relationships: Working with a partner,workingalone

Unit 2: On the mountain 4 - Wild weather!

Inthefirstprogrammeofthistwo-partunitthechildrenexploredifferenttypesofmovementassociatedwithbeingexplor-ers on a mountain in wild weather. They will be dancing to pieces of music taken from the BBC’s Ten Pieces initiative. These are:respondingimaginativelytothewildweathermusic,(‘Anightonthebaremountain’),swayingonthespot,thenmovingaroundthespace;travellingfromsidetosidewithapartner,asthoughtheyarebeingliftedupbythewind;jumpingupanddownonthespot,andthenfreezingindifferentshapes;imaginingcalmerweatherandmovingaroundthespacewithapart-nertotheslowermusic,stoppingtospinaroundgentlytogether;finally,puttingtogetherthemovestheyhavebeenpractis-ing to create a longer dance sequence.

Lesson summary:

Respond to the music (‘Anightonthebaremountain’–fastsection):Moveonthespottothewildweathermusic.Choose your own way of moving – responding to the music. Imagine the wind is pushing you from side to side.

Travel from side to side: Workingwithapartner,travelfromsidetosidetothewildweathermusic.Imaginethewind is blowing you across the mountain.

Jump in the air then freeze in a shape: Jump in a variety of ways to the wild weather music. Imagine the wind is lifting you into the air.

Travel slowly and spin.(‘Anightonthebaremountain’–slowsection).Workingwithapartner,movearoundthespacetotheslower,quietermusic.Imaginetheweatheriscalmernow.

Create a story: Putallthemovestogetherthatyou’vebeenpractising.


Respond to the music (‘Anightonthebaremountain’–fastsection):Moveonthespottothewildweather music. Choose your own way of moving – responding to the music. Imagine the wind is pushing you from side to side.

Encouragethechildrentofinddifferentwaysofmovingtothemusic–theycouldreachtheirhandsuphigh,orstretch them out to the sides. They need to twist and turn sharply from one side to the other. Encourage them to bend and straighten their knees.

Canthechildrenworkinaspaceoftheirown,notnearanyoneelse?Cantheytryoutdifferentwaysofmoving,reflectingthemoodofthewildweathermusic?

Aretheyabletorespondtothefasttempo,butmovewithcontrol?

Travel from side to sideWorkingwithapartner,travelfromside to side to the wild weather music. Imagine the wind is blowing you across the mountain.

The children need to make sure that they have enough spacearoundthem,totravelfromsidetosidewithoutbumping into anyone else. They need to hold their part-ner’s hands gently and remember to face each other.

Canthechildrenworkcooperativelywiththeirpartner,asthey travel across the space?

Are they able to follow the instructions – lifting up their armsastheymove,thenloweringthemagain?

Jump in the air then freeze in a shapeJump in a variety of ways to the wild weather music. Imagine the wind is lifting you into the air.

Encourage the children to think about the different ways thattheyjump–fromsidetoside,orbackwardsandfor-wards.Theycouldturnastheyjump,orstretchouttheirarmsandlegstodostarjumps.Whentheyfreeze,helpthem to think of a different shape each time. At the end ofthesequence,theyneedtomoveslowlytothegroundand lie down.

Canthechildrenjumpwithlotsofenergy,intimetothemusic?Cantheyfindavarietyofdifferentwaystofreezein their shapes?

Are they able to work on their own in a space?

Travel slowly and spin (‘Anightonthebaremountain–slowsection).Workingwithapartner,movearoundthespacetotheslower,quietermusic. Imagine the weather is calmer now.

Make sure that one person is standing in front as the leaderandthattheotherpersonisstandingbehind,readyto follow. The children can move anywhere they like in thespace,lettingthegentlemusicguidethem.Theycouldspintogether,holdinghands,ormoveontheirown.

Are the children moving slowly through the space with lightfootsteps,andmakingtheirownpathway?Cantheyspingentlyandwithcontrol,ontheirownorwithapart-ner?


The children need to recall the different movements – twistingandturningonthespot,movingfromsidetosidewithapartner,jumpingupanddown,thenfreezinginashape,andmovingaroundthespaceslowlywithapartneragain.

Can the children remember the movements that they have been practising today and put them together into one big sequence?Aretheyabletomoveconfidentlyaroundthespace?Cantheyreflecttheatmosphereofthewildweath-ermusicintheirexpressivemovements?

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Movement focus:

Body: Usingarms,legsandfeet,head,hands,feet,fingers

Action:Jumping,creeping,turning,twisting,stretchinguphighanddownlow,bendingandstraighteningknees,swaying,crouching,stretching

Dynamics: Contrasts in speed and strength of movement – using light,controlledmovementsintimetothemusic,movinggentlyandgracefully,moving quickly and forcefully

Space: Moving with control around thespace.Usinghighandlowlevels,makingyourownpathway,changingdirection

Relationships: Workingalone,witha partner and in a group

Programme

5The trolls are

coming!


Mussorgsky: ‘A night on the bare mountain’

Grieg: ‘InthehalloftheMountainKing’(fromPeerGyntSuite)

Inthesecondandfinalepisodeofthisunitthechildrencontinuetheiradventure,asexplorersoutinthewildweather.They will be dancing again to pieces of music taken from the BBC’s Ten Piecesinitiative:workingwithapartner,thechildrenfinddifferentwaysofjumping,thenfreezingtothemusic(‘Anightonthebaremountain’–fastsection);theylistentoandrespondtothequiet,exciting,rhythmicmusic(‘InthehalloftheMountainKing’–firstsection);thengetintogroupsandmovefromonesideofthespacetotheother,asthetrollsandexplorers;finally,theyputtogetherthemovestheyhavebeen practising to create a longer dance sequence.

Lesson summary:

Jump and freeze in a shape(‘Anightonthebaremountain’–fastsection):Workingwithapartner,jumpupanddownonthespot,thenfreezeinashape.

Explore the cave (‘InthehalloftheMountainKing’-firstsection)Workingonyourown,stepthroughthespaceintimetothemusic.Imagineyouareexploringacave.

Escape from the trolls!Workingingroups,traveltooppositecornersofthespace,asexplorersandtrolls.

Create a story: Putallthemovestogetherthatyou’vebeenpractising.

Unit 2: On the mountain 5 - The trolls are coming!

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Jump and freeze in a shape (‘Anightonthebaremountain’–fastsection):Workingwithapartner,jumpupanddownonthespot,thenfreezeina shape.

Encourage the children to think about the different jumps theycoulddo,suchasstarjumps,orturningonthespot.They need to also show a variety of different shapes when theyfreeze,suchasalong,thinshape,orawide,stretchedshape.

Canthechildrenjumpatthesametimeastheirpartner,withlotsofenergy?Aretheyabletoexploredifferentways of jumping? Can they work together to make their different shapes?

Explore the cave (‘InthehalloftheMountainKing’-firstsection):Workingonyourown,stepthrough the space in time to the music. Imagineyouareexploringacave.

Help the children to imagine that they are stepping through the cave. They could be shining a torch in front of them,orpointinguphighanddownlow.Theycouldturnsuddenlytopeerbehindthem,asthoughthey’veheardsomething! Encourage them to make their own pathway through the space.

Canthechildrenstepintimetothemusic,withlightfoot-steps?Aretheyabletomoveexpressively–showinghowexcitingandmysteriousthecaveis?

Escape from the trolls! Workingingroups,traveltooppositecornersofthespace,asexplorersandtrolls.

Make sure that the children are standing diagonally op-posite each other in their different corners. When they meeteachotherinthemiddleofthespace,theyneedtofindwaysofdodgingaroundeachother,withouttouchingeach other.

Encourage the children to listen carefully to the music and instructions,sothattheyknowwhentomove.

Can the children respond to the music – moving with light footsteps - and more quickly as it gets faster? Can they clearly show the characters and mood of the trolls and explorers?Aretheyabletoworkcooperativelywiththerest of their group? Can they listen to and respond to the instructions?


Encourage the children to recall the different moves that theyhavebeenpractisinginthelasttwoprogrammes:firsttheywilltwistandturnonthespot;then,workingwithapartner,theywilltravelthroughthespace,asthoughtheyarebeingcarriedinthewind;thentheywilljumpupanddownonthespotandfreezeindifferentshapes;nexttheywillmovetooppositesidesofthespaceastheexplor-ersandtrolls;finally,theywillmoveslowlyandspinwithapartnertothecalm,gentlemusic.

Can the children remember all their different moves? Are theyabletoworkindependently,butalsocooperativelywith a partner and a group? Are they able to listen to the instructions and move quickly from one sequence to the next?Cantheyrespondexpressivelytothemusicandshow clear contrasts between the different movements?

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Programme

6Ice Shapes

Music from the 10 Pieces:Holst-‘ThePlanets’-‘Mars,thebringer of war’

Movement focus:

Body: Control: co-ordination: projection

Action: Strong shapes: travelling: jumps

Dynamics: Smooth and strong: sharp and sudden

Space: Rising and falling: travelling and on the spot: near to others (group)

Relationships: Solo to begin: group for ice shapes

InthisprogrammethechildrenwillstarttobuildadanceusingthemesandideasbasedontheplanetMars,theywillusethestructure and atmosphere of the music to develop their choreographic skills.

Lesson summary:

Warm up:Makingstrongshapesonthespotandholdingthemstill,thenaddingtravellingbetweentheshapes.

Ice shapes:Makinganangulargroupshapebyusingdifferentbodypartstocreateaspiky,jaggedeffect.Alteringtheshapeby changing level and/or direction to create four different ice sculptures.

Transitions:Consideringhowtoblendfromthesolostrongshapes(withtravel)tothegroupsituationfortheicesculp-tures.

Jumps:Exploringandimprovisingjumpingonthespotusingasymmetrical,angularshapes.

Consolidation: Combining the above ideas into a logical dance format that responds to key moments in the music.

Cool down:Lyingdown,allowingthearmstofloatintheair.

Unit 3: Mars 6 - Ice Shapes

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Warm upMaking a range of different strong shapes.Moving smoothly between shapes sus-taining a sense of strength and power.

Adding travellingto move between shapes.

Encouragethechildrentofindavarietyofwaysofdepict-ingstrengthanduseofthewholebody(notjustarms).

Suggestdifferenttravellingactions,e.g.creeping,striding,marching,

Do the children create a range of different shapes?Can the children combine moving smoothly with strength?

Dothechildrenmovecontinuouslyandfluidly?Can they connect movements with ease?

Ice ShapesWorking in groups creating combined sculptural shapes that are angular & use different levels.

The changes between levels should be sharp and sudden.

Recommend that the groups are as close together as safelypossible&usehigh,mediumandlow.Elbows&knees help to create a sense of angularity.

These can also include changes of direction too.

Can the groups realise a shape complementing the shapes of others?Can the children create and control angular shapes?

Can the children co-ordinate moving between shapes quickly?

TransitionsTravellingtogetherinasmooth,strongway.

Thegroupscouldconsiderturns,jumpsor slides. They need to anticipate where they need to travel to.

Encourage groups to consider who might need to move firsttopreventcollisions.

Able groups may decide to travel in a complementary way.

Can the children consider the spacing of others?

Do the children use a variety of travelling actions?

JumpsExplosivejumpsonthespotmakingasymmetrical,jaggedshapesintheair.

Ensure safe take off & landings and that children have suf-ficientspace.

Dothechildrenusetheirlegstomaximiseelevationandcontrol the landing?

Do the children make asymmetrical shapes in the air?ConsolidationCombining all the above elements with clear sections of the music.

Usegesturestopromptthenextactionwhilststillfamil-iarising themselves with the order and the musical cues.

Are the children able to move easily between sections?Do the children respond to the cues/sections of the mu-sic?

Cool DownSoftfloatingactionswiththearmsusingrising & falling.

Encourage the children to breathe deeply with the rise and fall action.

Arethechildrenabletoproducethequalityoffloating?

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Programme

7Dust Storms and

two Moons

Music from the 10 Pieces:Holst-‘ThePlanets’-‘Mars,thebringer of war’

Movement focus: Body:Control,balance,co-ordination.

Action:Swirling,turning,twisting,jumps,sinking.

Dynamics:Fast,fluid,energetic,calm,light.

Space:Circularpathways,proximitytoothers,levels.

Relationships:solowork,question&answer,partnerwork.

InthisprogrammethechildrenwillcontinuetobuildadanceusingthemesandideasbasedontheplanetMars,theywillusethe structure and atmosphere of the music to develop their choreographic skills.

Lesson summary:

Warm up:Swirlingactions,withisolatedbodypartsatfirst,thenincreasingthecombinationandcomplexitytobuildtousing the whole body.

Dust Storms:Travellingaroundtheroomusingleaps,creeping&slidingwhilstamalgamatingthiswithtwisting&turningactions. Combining this with moments of swirling and twirling on the spot to encourage changes of direction and an aware-ness of others. Further developed by dividing the class into two groups so that only half are travelling at a time.

Phobos:Quickactions,suddenjumps,turnsandsharpshapes.Highenergyworktodevelopcontrolandbalance.Laterincludingtravellingincircularpathwayswhilstmaintainingtheswift,energeticquality.

Deimos:Slow,steadymovementsinacalm,controlledmanner.Maintainingasmoothqualityandprogressingtoincludethecircular(butlarger)pathwayagain.

Two Moons:Workingwithapartner,onepersonadoptstheroleofPhobos,theotherbeingDeimos.Takingturnstheytravelaroundtheirpartnerusingthequalityoftheir‘moon’.Thenon-travellingpartneradoptsastrongshape(whichlinkstothewarmupinthepreviouspodcast1).

Consolidation:Putallthemovestogetherthatyouhavebeenpractising,tomakeafunfactfileaboutMars.

Cool down:Usingtheimageryofdustsettlingtoallowthechildrentosinktothefloorinalight&gentlyswirlingmanner.

Unit 3: Mars 7 - Dust Storms and two

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Warm upSwirling & twisting actions with the arms.Progressingtoincludechangesoflevel and use of the legs.

Encouragetheactionstoextendtheiractionsfullyandtoexplorethespaceinfront,totheside,behind,aboveandunder them.

Dothechildrenfindavarietyofresponses?Dotheyexplorethespacefully?Can they co-ordinate body in opposite/different directions?

Dust StormsTravelling around the room whilst main-taining the swirling nature.

Using moments of swirling on the spot tochangedirection,levelormethodoflocomotion.

Awareness of possible hazards around the room and monitoring any over-enthusiastic pupils!

Feedback your observations to the children.

Do the children demonstrate an awareness of others?Are the children able to sustain the swirling whilst travelling?

Do the children demonstrate the stamina required?

PhobosQuick,sharpactions.Suddenchangesofdirection,jumps,highenergywhilsttravelling in a circle.

Smallactionsandisolatedmovements(onebodypartatatime)allowforthesenseofenergyandsharpnessmorethanlarge,expansiveactions.

Dothechildrenmoveinaclear,circularpathway?Dotheyfindarangeofwaysofcommunicatingenergy&speed?

DeimosSlow,steady&calmmovementstravel-ling in a large circular pathway.

Continuous,flowingactions.Encourageasteady&sus-tained speed.

Do the children move in a larger circle?Dotheymanagetoincludeactionssuchastwists,reaches,gestures,rollstocreatevariation?

Two MoonsInpairs,onepersonrepresentsMars(stationary)whilsttheothertravelsaroundtheminthemannerofPhobos.Then they change roles with the travelling person representing Deimos.

Use one pair to demonstrate the organisation of this sec-tionforyounger/lessexperienceddancers.

Encourage the difference of dynamic between the two travelling methods.

Does the stationary dancer still manage to sustain a sense of performance?

Are the circular pathways different in size?

Is there a clear difference in dynamic?ConsolidationPutallthemovestogetherthatyouhavebeenpractising,tomakeafunfactfileabout Mars.

Promptandremindthedancersofthesectionsandthecues in the music.

Can the pupils move smoothly and easily between sec-tions?

Are the different dynamics easily observed?Cool DownLoweringtothefloorusingtheimageryof a speck of dust settling.

Use gestures to convey the sense of lightness of the action.

Encourageuseofthecoreofthebody,notjustthearms.

Dothechildrenlowergradually,withsomegentlechangesof direction?

Dotheycontroltheirbalanceastheymoveintothefloor?

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Programme

8The Firebird and

Prince Ivan

Music from the10 Pieces

Stravinsky - ‘The Firebird’

Mozart-HornConcertoNo.4

Movement focus: Body: Moving with control. Whole body,armsandlegs.

Action:Swirling,turning,twisting,jumping,rising,falling.

Dynamics:Fast,slow,graceful,ener-getic,calm,light.

Space:Curvypathways,changinglevels.

Relationships:solowork,partnerwork.

ThreeprogrammesinspiredbyIgorStravinsky’sscorefortheballet‘TheFirebird’,composedin1911andbasedonatradi-tional Russian folktale.

Warm-up:ListeningthenmovingfreelytoStravinsky’s‘Firebird’music.

Sequence 1:TheFirebirdMotif.IntroduceTheFirebirdmotif(onthespot):fingersandhandsflickeringlikeflames–varyingthespeed,levelanddirectionastheyreachhigh,lowandallaround.Keepflickeringfingersandhandsasyouliftandlowerrelaxedoutstretchedarms–likethegloriouswingsofTheFirebird.

Firebird travelling. Maintainingaproud,magnificentposewithheadhigh,outstretchedarmsgracefullyliftingandlower-ing,andfingersandhandsflickering,thechildrenexperimentwithdifferentwaysoftravelling–dippinganddiving,soaringandwhirling,leapingandturningenergeticallythroughthespaceslikeTheFirebird.

Sequence 2: PrinceIvan.Showoffaproud,regalposewithshouldersbackandheadhigh.Holdimaginaryreinsandliftknees high to gallop happily through the spaces.

Sequence 3: PrinceIvanandTheFirebird.Respondingtothemusic,halftheclassperformThePrince’smovementsandtheotherhalfperformTheFirebird’smovements.Swapgroupsandrepeat.Musicinsections:ThePrince–TheFirebird–ThePrince–TheFirebird.

Sequence 4: Dancedrama.Inpairs–onepersonasPrinceIvanandtheotherasTheFirebird.Partnersrespondtothemusic collage to tell this part of the story through movement and mime.

Performance of the story so far: TheFirebird–PrinceIvan–PrinceIvanandTheFirebird–Paireddancedrama

Cool down: Slow,relaxedwalkaroundthemagicgarden.Slow,gentlestretches–tallandthenwide

NB. There is a separate download of the complete ‘Firebird’ story that will enable children to dance the story all the way through.

Unit 4: The Firebird 8 - The Firebird and Prince Ivan


Warm-up ListeningthenmovingfreelytoTheFire-bird music.

Really listen carefully to the music – there are no rights or wrongs so allow the children to move however the music makes them feel.

Can the children describe key aspects of the musicaccurately?

Doesthetimingandenergyoftheirmovementsreflectthat of the music?

Sequence 1: The Firebird MotifStandonthespotwithfingersandhandsflickeringlikeflames.Varythespeed,levelanddirectionoftheseflickeringmovements. Developtheflickeringmotifbyliftingandloweringrelaxedoutstretchedarmslike the glorious wings of The Firebird.

Travel through the spaces – dipping and diving,soaringandwhirling,leapingandturningenergeticallylikethemagnificentFirebird.

Spreadyourfingersoutwideapart.

Keepwatchingyourflickeringfingersandletyourbodyfollowtheirleadastheystretchhigh,lowandallaround.

Keeparmsrelaxedandbendy.

Make the movement bigger and stronger with the music.

KeepflickeringyourFirebirdwings,stretchinghighandbending low as you twist and turn through the spaces.

Do they use the space all around them?

Dotheymaintainastrong,directfocusandallowtherestoftheirbodytofollowtheflickeringhandmovements?

Dothearmmovementslookfluidandsmooth?

Do the movements get bigger and stronger at the same time as the music?

Cantheymaintaintheflickeringwingmovementsastheytravel?

Do they use the space well – accurately gauging appropri-ate spaces to leap or turn without bumping into anyone?

Sequence 2: Prince Ivan.Standtallinaproud,princelyposewithshoulders back and head high.Hold imaginary reins out in front of you and lift knees high to gallop happily through the spaces.

Maintainaconfident,regalposture.

Keepyourbackstraightandthegallopingstepslightandenergetic…no stamping!

Can they maintain a regal riding pose while galloping qui-etly through the spaces without bumping into anyone?

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Sequence 3: Prince Ivan and The Fire-bird.HalftheclassfreezeinamagnificentFirebirdposewhile the other half hold imaginary reins and lift knees high to gallop happily through the spaces like PrinceIvan.

Whenthemusicchanges,PrinceIvan’sgroupfreeze in a proud majestic pose while dancers in theFirebirdgroupdipanddive,soarandwhirl,leapand turn through the spaces.

Swap groups and repeat.

Keepverystillandwatchtheperforminggroupcarefully.

UsetheextraspacetoperformtheFirebirdtravellingmoveswithconfidenceandenergy.

Do both groups watch and listen well – re-sponding quickly and accurately to the music cues?

DothePrinceIvangroupconveyastrongsenseof majestyandhappyconfidence?

Do dancers use the space well - performing avarietyofconfidentandenergetictravellingmoves?

Sequence 4: Dance drama. Inpairs–onepersonasPrinceIvanandtheotheras The Firebird. The children respond to the music collage and the words to tell this part of the story through movement.

Quickly join a partner nearby and decide who’s playing whichrolefirst.

Listencarefullyandworkwithyourpartnertoclearlyandeffectively convey the narrative.

Do partners co-operate well to create and perform this dance drama?

Do they listen to and remember the music cues sothat,eventually,theycanperformthemove-ments without the words of the story?

Performance of the story so far: The Firebird – Prince Ivan – Prince Ivan and The Firebird – paired dance drama

Use the music to remind you of the different movements.

Movesmoothlyfromonesequencetothenext.

Focusontiming,spacingandmovementqualitytogiveareally polished performance.

Did they remember the different sections of thedanceandperformthemwithconfidence?

Cool down:Slow,relaxedwalkaroundthemagicgarden.Slow,gentlestretchestallandthenwide.

Walkwithslow,soft,silentsteps.

Keepthestretchesslowandcontrolledandonlystretchas far as is comfortable.

Thechildrenshouldfeelloose,relaxedandready to return to the classroom.

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Stravinsky - ‘The Firebird’

Britten - ‘Storm’ - from ‘Four Sea Inter-ludes’

Mozart–HornConcertoNo.4

Beethoven-SymphonyNo.5(Istmove-ment)

Programme

9The magic garden

Unit 4: The Firebird 9 - The magic garden

Movement focus: Body:Control:co-ordination,movingthewholebody,arms,legs,handsandfeet.

Action:Dippinganddiving,soaringandwhirling,stampingandshuffling.

Dynamics: Moving freely and expressively,steppingintimetothebeat.

Space: Rising and falling: travelling and moving on the spot.

Relationships: Working on your own,workingwithapartner,workingina group.

Warm up: Moving freely and energetically to the Firebird music.

Sequence 1:FirebirdPartners.ThechildrenjoinapartnernearbyandperformTheFirebirdmotiftogetheratthesametimeandtheninoppositiontooneanother–soasonepartnerraisestheirarmshighwithflickeringfingersandhands,theother lowers their arms down.

Whenthemusicchangespartnerstaketurnstoleadorfollowoneotherastheydipanddive,soarandwhirl,leapandturnthrough the spaces like the Firebird.

Sequence 2:PrinceIvaninthemagicgarden.Music:Mozart–Hornconcerto.Shouldersbackandheadhightostridearoundthegardenwithhappy,confidentstepslikePrinceIvan.Freezelikeastatueeachtimethemusicstops.

Sequence 3:ThePrincessesinthegarden.Music:Beethoven’sSymphonyNo.5(1stmovement).Alone,theninpairs,andfinallyingroupsoffour.Exploredifferentwaysofthrowing,catchingandrollingimaginaryappleswithlight,playfulmove-ments.

Sequence 4: The Fierce Guards. Music: Britten - ‘Storm’.

Getintoascary,fierce-lookingcreatureshape:clawedhands,armsstretchedoutthreateningly,bodytallorhunchedover.Decidehowyourfiercecreatureisgoingtomove–big,stampingstepsorhunchedovershuffle.

Performance of today’s sequences:FirebirdPartners-PrinceIvaninthemagicgarden-ThePrincessesinthegarden - The Fierce Guards

Cool down:Calm,relaxedwalkaroundthemagicgarden.Gentlestretchesonthespot.


Warm up: Moving freely and energeti-cally to the Firebird music.

Listencarefullyandmovehoweverthemusicmakesyoufeel – on the spot and/or travelling around the room.

Is there a range of different movements in the room?Can the chidren describe how the music makes them feel?

Sequence 1: FirebirdPartners.The children join a partner nearby and stand facing one another. They perform TheFirebirdmotif(practisedlasttime)in opposition to one another – so as onepartnerraisestheirflickeringfingersandarmshigh,theotherlowerstheirown arms down.

Whenthemusicchanges,partnerstaketurns to lead or follow one other as theydipanddive,soarandwhirl,leapand turn through the spaces.

Starting positions: stand tall with arms held loosely out to the sides.

Keepflickeringfingersandhandsasyouliftandloweryourarms in the opposite direction to your partner.

Keeparmslooseandbendy.

Make the movements get bigger and stronger with the music.

Quicklydecidewho’sgoingtoleadfirst–you’llbeswap-ping roles later.

Keeplookingforspacesanddon’tbumpintoanyone!Stretch tall and bend low as you twist and turn freely through the spaces.

Do partners work together to perfect the timing of their synchronised movements?

Do they match the speed and strength of their move-ments to that of the music?

Do the ‘followers’ watch carefully and copy their partner’s movements accurately?

Dotheirmovementsconveythefreeandmagnificentspirit of the Firebird?

Sequence 2:PrinceIvaninthemagicgarden. Music: Mozart - Horn concerto. Shoulders back and head high to stride aroundthegardenwithhappy,confi-dentstepslikePrinceIvan.Freezelikeastatue each time the music stops.

Showoffwithproud,confidentstepsandposture!

Everynowandthen,bendlowtosmellaflowerorstretchhigh to pick an apple.

Listenout,readytofreezeinadifferentstatueposeeachtime the music stops.

Does the quality of their movements convey the happy andconfidentcharacterofPrinceIvan?

Do they respond quickly to the music cues?

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Sequence 3:ThePrincessesinthegarden. Music: Beethoven’s Symphony No.5.Alone,theninpairs,andfinallyingroupsoffour.Exploredifferentwaysofthrowing,catchingandrollingimaginaryappleswithlight,playfulmovements.

Developthemimeintodance-forex-ample continue a throwing action into a smoothturn,repeatorextendanactionusingdifferentlevelsordirections,perform an action with the rest of your group - one after the other or together at the same time.

Start the sequence sitting down.

Keepwatchingyourimaginaryappleasyouthrow,rollorcatch it.

Make the mime as convincing as possible.

Standupandjoin3or4peoplenearby. Exaggerateanddeveloptheactionstogether.

Createasenseofplayfulfunbyweaving,dodgingandchas-ing one another.

Do they perform a convincing mime?

Do group members work together to create a visually interestingsequence–usingdifferentlevels,grouprela-tionships and speeds?

Doesthesequencehavealight,playfulfeel?

Sequence 4: The Fierce Guards. Music:Britten-‘Storm’.Getintoascary,fierce-lookingcreatureshape.Decidehowyourfiercecreatureisgoingtomove–big,stampingstepsorhunchedovershuffle.

Stretched tall or hunched forwards with clawed hands and armsextendingmenacingly.

Steps should be heavy and threatening.

Cantheymaintainthe‘fiercecreature’shapeandcharac-ter when travelling?

Performance of today’s se-quences:Firebirdpartners-PrinceIvaninthemagicgarden-ThePrincessesin the garden - The Fierce Guards

Focus on the quality of your movements to give an im-pressiveandconfidentperformance.

Movesmoothlyfromonesequencetothenext.

Do they remember the different parts of the dance and performwithfocusandconfidence?

Cool down:Calm,relaxedwalkaround the magic garden. Gentle stretches on the spot.

Smooth,controlledbreaths.

Stretches should be controlled and gradual…only stretch as far as is comfortabl

Everyoneshouldfeelcalm,looseandrelaxed.

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programme

10The Giant Kaschei


Stravinsky: ‘The Firebird’Britten: ‘Storm’ from ‘Four Sea Inter-ludes’Mozart:HornconcertoNo.4

Movement focus: Body:Movingwithcontrol,usingarms,legs,handsandfeet.

Action:leapingandturning,jumping,freezinginapose,flappingarms,skip-ping.

Dynamics:Smoothandstrong,fastand slow.

Space:Usingdifferentlevels,mov-ingaroundthespaceandonthespot,changing direction.

Relationships: Working on your own,workingwithonehalfoftheclass.

Warm up: Music – The Firebird (Slowsection)Stretchoutyourfingersandflickeryourbright,magnificentfeathers.Flapyourpowerfulfirebirdwingswithsmooth,fluid,flexiblearmmovements.(Fastsection)Travelfreelythroughthespaces-dippinganddiving,soaringandwhirl-ing,leapingandturningenergetically.

Sequence 1:TheGiantKastchei.Music:Britten-‘Storm’.Stampthroughthespacesinthebiggest,scariestgiantshape!Eachtimethemusicstops,freezeinafrightenedstatueshape.

Sequence 2: The Firebird and the Guards. Music in sections: Stravinsky - ‘The Firebird’.HoldoutyourflickeringFirebirdwings.Dipanddive,soarandwhirl,leapandturnfreelythroughthespacestorescuePrinceIvan.Whenthemusicchanges,standtallorhunchforwardsinyourfierceguardshape.Dancefasterandfasterwiththemusicuntil,finally,youfalldownexhaustedontothefloortosleep.

Sequence 3: TheFirebirdandthegiantKastchei.EveryonerepeatstheFirebird’smovementsbutmoreslowlyandstrong-lytohypnotisethegiantKastchei.

Sequence 4: TheFirebirdandthestatues.HalftheclassliftandlowertheirmagnificentFirebirdwingswhiletheotherhalf slowly return to life from their stone statue state.

Sequence 5:Processionhome.Music:Mozart-HornconcertoNo.4.Everyoneskipshappilyaroundtheedgeoftheroominalong,classprocession.

Sequence 6: TheFirebirdFinale.RepeattheFirebirdsequencewithflickeringfingersandhandsandfluidarmflappingmovements–slowlyatfirstbutthengraduallyspreadingwingstoshowaglorious,magnificentarray!

Final performance: TheGiantKastchei-TheFirebirdandtheGuards-TheFirebirdandthegiantKastchei-Processionhome-TheFirebirdFinale

Cool down: Walktoaspacewithslow,relaxedsteps.Standupstraightandtall.Slowlylowerheaddowntowardschest.Continuetorolldownthroughspine,reachinghandsdowntowardsthefloor–holdstretchforafewsecondsthensitdownonthefloorandrelax.

Unit 4: Firebird 10 - The Giant Kaschei


Warm up: Music – The Firebird Stretchoutyourarmsandflickeryourfingers.

Liftandloweryourpowerfulfirebirdwingswithsmooth,fluid,flexiblearmmovements.

Whenthemusicgetsfaster,travelfreelythroughthespaces-dippinganddiving,soaringandwhirling,leapingandturningenergetically.

You’ve had plenty of practise so really perform the Fire-birdmotifwithenergyandconfidence.

Do the children use the space well?

DotheyconveythefreeandmagnificentspiritoftheFire-bird with the music?

Sequence 1:TheGiantKastchei.Music: Britten - ‘Storm’. Stamp through thespacesinthebiggest,scariestgiantshape!Eachtimethemusicstops,freezein a frightened statue shape.

Stand in the scariest giant shape you can!

Maintain your scary shape while stamping angrily through the spaces.

Did they freeze in a frightened statue shape each time the music stopped?

Do the quality of movement and body shape effectively convey the threatening character of the giant?

Do they stamp in time with the music?

Sequence 2: The Firebird and the Guards. Music: Stravinsky - ‘The Fire-bird’

HoldoutyourflickeringFirebirdwings.Dipanddive,soarandwhirl,leapandturn freely through the spaces to rescue PrinceIvan.

Whenthemusicchanges,standtallorhunchforwardsinyourfierceguardshape. Dance faster and faster with the musicuntil,finally,youfalldownexhaustedontothefloortosleep.

Aim to convey a sense of urgency through the quality of the Firebird’s movements.

Maintainyourfierceguardshapeasyoudance;stampingorshuffling,fasterandfasterwiththemusic!

Collapsedownontothefloorinacontrolledway!

Can they inject a sense of urgency while maintaining the varied movement vocabulary of the sequence?

Do they successfully synchronise the changing speed of their dance to that of the music?

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Sequence 3: The Firebird and the gi-antKastchei.EveryonerepeatstheFire-bird’s movements but more slowly and stronglytohypnotisethegiantKastchei.

PerformthesameFirebirdmovementsbutmoreslowlyand with additional focus and tension.

Do they change the mood of this sequence by altering the speed,tensionandfocus?

Sequence 4: The Firebird and the statues. Half the class lift and lower theirmagnificentFirebirdwingswhilethe other half slowly return to life from their stone statue state.

The two groups need to act and react to one another. Did the movement effectively convey the narrative?

Sequence 5: Processionhome.Music:Mozart-HornconcertoNo.4.Everyone skips happily around the edge oftheroominalong,classprocession.

Aim for an equally spaced procession.Skip in time with the music.

Is the class equally spaced around the edge of the room?

Sequence 6: The Firebird Finale. Repeat the Firebird sequence with flickeringfingersandhandsandfluidarmflappingmovements–slowlyatfirstbutthen gradually spreading wings to show aglorious,magnificentarray!

Listencarefullyandmatchthespeedandstrengthofyourmovements to that of the music.

Does the quality of movement and conviction of perfor-mance effectively convey the wondrous majesty of the Firebird?

Final performance: The Giant Kastchei-TheFirebirdandtheGuardsTheFirebirdandthegiantKastchei-Processionhome-TheFirebirdFinale

Movesmoothlyfromonesequencetothenexttocreateaconfident,seamlessperformance.

Do they remember the different parts of the dance and performwithconfidenceandconviction?

ten pieces - bbcdownloads.bbc.co.uk/schoolradio/pdfs/timetomove_tenpieces_spring... · music from...

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