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Time to Move Summer 2006

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Time to Move

Summer 2006

Age: 6-8 These programmes are available to order (for UK schools only) on pre-recorded CDs or cassette from: BBC Schools’ Broadcast Recordings Tel: 08701 272 272 Monday to Friday 0800 to 1800 Or visit www.bbc.co.uk/schoolradio/howtoorder.shtml for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand.

bbc.co.uk/schoolradio

© This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further

permission.

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Time to Move

Summer 2006 These programmes are available as audio on demand from the School Radio website. Refer to dates below to find out when each one is available. Introduction 3 Unit 1: Getting around 6 1 Sea and surf 6 AOD 05/04/2006 – 11/04/2006 2 Floating on air 9 12/04/2006 – 18/04/2006 Unit 2: Minibeast extravaganza 11 3 Creepy crawlies or crawly creepies 11 19/04/2006 – 25/04/2006 4 Anansi takes flight 14 26/04/2006 – 02/05/2006 Unit 3: Dinosaurs 16 5 I spy an Iguanodon 16 03/05/2006 – 09/05/2006 6 Dancing with Deinonychus 18 10/05/2006 – 16/05/2006 7 Heads and tails – Triceratops wins 20 17/05/2006 – 23/05/2006 8 Introducing the king – Tyrannosaurus Rex 22 24/05/2006 – 05/06/2006 Web links 24

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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. Check that the loudspeaker is facing the children to ensure the best possible listening environment. Make sure the children dance in gym shoes or bare feet. Bare feet give a good sense of contact with the floor, if your floor is safe. The children should be in PE kit to allow easy movement and to ensure that they do not become 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 • Reinforce the importance of safety – e.g. awareness of others to avoid

collisions, spacing, sensible landings (with the whole foot, flexing as it comes down and knees bending).

• 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. Using these programmes from CD These programmes are available to UK schools on pre-recorded CDs (at cost price). It’s simple to mediate the use of the programmes by pausing the CD as directed during the programmes and when you wish to do so yourself. To do this always use the ‘pause’ button and not the ‘stop’ button (because the ‘stop’ button will return the CD to the very beginning). When you’re ready to resume either press ‘play’ or press ‘pause’ again to cancel it (individual CD players vary). Timings when using a CD: Refer to the content grids below for each programme. Noted in the left hand column is the time in minutes and seconds within each track. These are important mainly to know when to stop the track, or if you wish to replay a piece of music or instruction. On most CD players this time will be visible. The session notes are therefore in chronological order and lead you through the session. Each sequence builds on the previous one. The actual running time for each session is just under 20 minutes and on the whole runs through the programme with no need to stop or replay sections.

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Column headings used in these teachers notes: Time: As noted above. Inspiration: The generating idea, or theme, that influences this section of the dance - sometimes a picture, a story, theme, or event. This column also indicates when the music is playing as inspiration to the dancers. Movement: This is what the children will physically do in the dance and contains detailed information about what parts of their bodies they should move and how. It is written mainly as instructional text. Relationship and space: These are instructions about how children are standing and intended to help you prepare for and maintain the right groupings. Individual, paired or group arrangements are noted here. A summary of movements covered in each section are also noted. Additional resources: At the end of these notes there is a page of links to useful images and other links on the internet. These images may be freely displayed to your group. However, please check any copyright information before saving any images to your computer. Time to Move and the National Curriculum Dance makes a distinctive contribution to the education of all pupils, in that it uses the most fundamental mode of human expression – movement. Through its use of non-verbal communication, pupils are able to participate in a way that differs from any other area of learning. It provides aesthetic and cultural education, opportunities for personal expression, and it also introduces students to a wealth of traditional, social and theatrical forms. In a broad and balanced curriculum, this important area of human experience should not be neglected. (Dance in the School Curriculum, a paper by the National Dance Teacher’s Association and others) Dance is acknowledged as a vital ingredient of a child’s education in the National Curriculum. The Expressive Arts documents for Scotland and Northern Ireland encourage teachers to develop dance as part of the Arts and PE curriculum. There is an emphasis on performance and clear indications that dance should be taught in both a creative and a cultural context. The children should be taught to:

• develop control, coordination, balance, poise and elevation in the basic actions of travelling, jumping, turning, gesture and stillness

• perform movements, including some from existing dance traditions • explore moods and feelings and to develop their response to music

through dances, by using rhythmic responses and contrasts of speed, shape, direction and travel.

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Warm up: Your class will benefit from a warm up before the programme begins (if you have time). Yawning, stretching, jogging on the spot and pretending to wash the face and neck are all examples of ways of warming up. Each programme ends with a ‘cool down’ to prepare them for the return to the classroom. Feedback Feedback is vital to the series and is always welcome. Please visit the ‘Contact us’ page of the School Radio website at: www.bbc.co.uk/schoolradio/contact.shtml Or you can write to us at: Time to Move Room 340 Henry Wood House 3 & 6 Langham Place London W1A 1AA We look forward to hearing from you.

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Unit 1: Getting around

Programme 1: Sea and surf Summary: This session involves the whole class working as individuals on a dance that is inspired by a visit to the sea. The dance starts with the children running down to the sea, jumping in, then waterskiing and surfing. After this the whole class rows a boat together to different music, moving precisely and in time. Finally as individuals, a wind dance and submarine sequence is completed. Programme structure:

Time Inspiration Movement Relationship and space

0.00 The sea

Listen to the sounds of whales singing under the sea, (MUSIC 0.00). Stand up; you are in a swimsuit on the beach. It is a bit chilly so warm yourselves up by jumping up and down, (MUSIC 0.48). Turn around so you face away from everybody else. It’s time to take a dip in the sea, run down to the water, (MUSIC 1.38). Stand still by the edge of the sea, jump over the waves and into the sea, jump high, (MUSIC 2.18). Stand still in a space of your own, reach up tall, stretch and then drop down to the floor. Repeat. Repeat again, (MUSIC 3.13). Rest.

Standing, jumping, running, jumping

high.

Dropping down to the floor.

3.28 Water skier

You are a water skier. Start by standing, hold your hands out in front, hold onto the bar and take small shuffling steps, as quickly and smoothly as you can, (MUSIC 4.07).

Standing, holding arms out, shuffling

steps.

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4.37 Surfing

Into a space. Now pretend you are standing on a board floating on the surface of the water. Hold your arms out and balance. Now lift one leg, make an unusual shape and hold it. Practice some more balancing shapes, stretched or curled, but always on one leg (MUSIC 5.26). Hold.

Holding your arms out, balancing,

and lifting one leg. Stretching and

curling.

6.10 Surfing with a

partner

Find a partner. Face each other standing a little way apart. Make your shapes again, balancing carefully, watch each other (MUSIC 6.39). Hold it, balance on your board. Rest. Repeat but this time wobble and lean as the music changes (MUSIC 7.41). Fall into the sea! Stand in plenty of room. This time wobble and fall but always get back on your board, not giving up (MUSIC 8.52).

With a partner. Holding your arms

out, balancing, and lifting one leg.

Wobbling and falling.

9.35 Rowing boat

Space of your own, sit down, listen. Boats have not always had engines. One way to move a boat is to row it. Swivel around to face the teacher, imagine holding the oars, one in each hand. Reach forwards pushing the oars, then pull them back. As a class and following your teacher, stay together working hard, and row to the music (MUSIC 10.53). Repeat (MUSIC 11.36). Some followed the beat of a drum to keep together when rowing but you are going to say a gentle, not too loud, ‘Oooo’ when reaching forward and an ‘Ahhh’ when pulling back (MUSIC 12.57).

Facing your teacher, reaching

forwards with arms and back.

Rowing.

Chanting quietly, rowing.

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13.30 Whole class rowing

Splitting the class in half, make two long lines as if rowing a huge ship. Follow your teacher’s instructions. Continue rowing, following the instructions carefully, (MUSIC 14.07).

Switch off programme to organise the

children. Rowing to the instructions.

14.41 Wind dance

Look up at the huge sails above your head, no wind to blow. Ask the wind to blow with a dance. Stand up and find a space. Put the palms of your hands together, lift them to the sky as you step forwards and down as you step back. Now turn gently on the spot. Try it (MUSIC 15.35). Look up at the sails. Yes, the wind is blowing. Run, turn and swoop with the wind, dance through the spaces (MUSIC 16.44).

Stand up, palms together. Stepping and reaching up

and down.

Dancing through the spaces.

17.43

Find a space of your own, lie down, imaging you are on a submarine sinking to the bottom of the sea, with the whales and dolphins, listening to their songs, curl up and listen (MUSIC 17.48).

Lie down, listening.

18.30

FINISH

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Programme 2: Floating on air Summary: This session involves the whole class working firstly as individuals, then in pairs on a dance that is inspired by flying in many different ways. The dance starts with graceful running through the spaces, followed by flying in a helicopter, jumping with a parachute and finally travelling in a hot air balloon. Then to music called Winds of change half the class show their dance to the other half then swap over. Programme structure:

Time Inspiratio

n Movement

Relationship and space

0.00 Flying

Today you are going flying. Stretch your arms above your head, and wave them in space (MUSIC 0.32). Lie back where you are, lift your feet up and kick (MUSIC 1.12). Stand up; think about a bird flying, graceful wings and smooth movement. Take tiny fast steps on your toes, as you glide along with your wings spread, in and out of the spaces (MUSIC 2.10).

Stretching arms high, kicking. Tiny fast steps, gliding along.

2.44 Helicopter

Helicopters are flying machines with spinning blades called rotors that enable them fly. Hold your arms straight above your head; spin when you hear the cymbals (MUSIC 3.13). Repeat, but this time turn slowly as your arms open wide (MUSIC 3.43). In a space. Explore the space above you by jumping, exploding into the air, jumping and leaping over and over again, as high as you can (MUSIC 4.19).

Arms out, spinning, jumping and leaping.

4.51 Jumping into the air

Rest. When you jump up it’s called takeoff and coming down is called landing. Practice jumping: first take off on two feet and land on two feet, jumping on the spot (MUSIC 5.20). Now try a hopscotch jump: take off on two feet but land on one (MUSIC 6.11). Find a partner, (MUSIC 6.38). When you jump it is important to land carefully, bend your knees as you land, land on your whole foot with toes first then heels following. Watch each other land, (MUSIC 7.39).

Jumping using different number of feet to takeoff and land. With partner practice bending knees and landing safely.

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8.11 Parachute

Now imagine a safe landing from an aeroplane. Imagine you are looking down through the door, with your parachute on. Jump out and float gracefully down to earth making a perfect landing (MUSIC 8.38).

Running gracefully.

9.13 Hot air balloon

Another way of flying is below an enormous balloon, with a small basket attached. Find your partner again. Curl up close together on the floor (MUSIC 9.36). You are curled up inside the basket, under the balloon. Then grow upwards with your partner making a big balloon shape. As the wind blows, gently and carefully travel around the room (MUSIC 10.30). The wind has changed, this time on your own you are the hot air balloon being tossed and turned in a storm. Move into the spaces and dance as the wind gets stronger (MUSIC 11.28).

Curling up, stretch upwards. Travelling around the room, slowly and quickly.

12.16 Winds of change

In a space. Listening. The music is called Winds of change and it almost tells a story. You are going to tell that story through movements. Curl up on the floor, rise up onto toes, show what that hot air balloon does in the wind (MUSIC 12.53). Repeat this time emphasising all the movements. Teacher splits the class in half. You are going to show each other your dances, one half to go first (MUSIC 14.57). Repeat with the other half of the class (MUSIC 16.19). Everyone stand up.

Split class into two. Curling up, stretch upwards. Travelling around the room, slowly and quickly.

17.35 Warm down

Find a space and lie gently in it (MUSIC 17.48). Next time in this series you will be thinking of minibeasts; think about them now.

Lie in a space.

18.30

FINISH

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Unit 2: Minibeast extravaganza

Programme 3: Creepy crawlies or crawly creepies Summary: This session involves the whole class working as individuals on a dance that is inspired by a visit to Granny’s house to explore lots of things Granny used a long time ago, when she was a little girl. The dance starts with a warm up, followed by getting to Granny’s and looking for exciting things. Then an old fashioned carpet cleaner is found and cleaning a rug, in an old fashioned way and in a modern way, are explored through the dance. Programme structure:


0.00

Stretch your arms above your head bring your arms carefully down and curl up. You have shrunk to the size of a minibeast, a spider or an ant; you are very small.

Stretching up, curling up.

0.34 Grasshoppers

Grasshoppers are very strong and powerful with strong back legs; they can spring straight up and land firmly on the ground. Push straight up then land firmly, (MUSIC 0.48).

Springing up and landing.

Slugs / Snails

Some minibeasts crawl along the ground, like slugs or snails. Stretch out on the floor on your front and use your hands to pull your body along, let your feet trail behind, (MUSIC 1.36).

Crawling using your arms.

2.23 Butterflies

Some animals fly to escape danger. Stand up, up onto your tiptoes, backs of your hands together above your head. The butterfly is waiting to take off, balance on tiptoes, (MUSIC 3.07).

Backs of hands together and raised up, tiptoeing.

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4.03 In the garden

In a space. Close your eyes. Imagine you are in a beautiful garden. Find a partner (MUSIC 4.34). Stay close to your partner, stand one behind the other and march around the flowerbeds (MUSIC 5.22). Partners in a space together, imagine there is a huge upside down flowerpot in front of you. Climb carefully up the side of the pot together (MUSIC 6.21). Now you are on the top of the pot, slide your feet and skate around and around with your partner (MUSIC 6.57). Jump back down to the garden (MUSIC 7.50).

With a partner marching, crawling and sliding.

7.59 Beetle

Stand still in a space. Here comes a beetle wandering up the garden path. Try her special walk, tuck your hands behind your back, bend over and rock your body as you walk along quite slowly (MUSIC 8.21). Find your partner again. Stand facing each other a little way apart; get ready to do a beetle dance. Take two steps forwards, two back, turn on the spot with four steps in a little circle. Take up your beetle shape again and listen to the instructions (MUSIC 10.28).

With a partner, tuck hands in, bend over, rocking slowly.

11.20 Butterfly

Rise up onto your toes again; put your backs of your hands together over your heads. Flutter all around with your partner on tiptoe, (MUSIC 11.45).

With a partner, backs of own hands together and raised up, tiptoeing.

12.50 Snails

With your partner, decide who is going to be the snail first. The other partner makes an exciting shape on the floor for your partner to slide under, then swap over (MUSIC 13.25).

With a partner, one crawl, one makes a shape.

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14.20

Beetle, butterfly and snail

Find a space on your own, sit down. Think about the beetle, butterfly and snail. Now in a dance of your own, move as one of these minibeasts to the music (MUSIC 14.59).

On own repeat movements learned above.

16.10

Human again

In a space. Stand up you are now a person again. You look huge to the minibeasts. Show them how you can use your feet in a lively and happy dance (MUSIC 16.33).

Dancing, lively and happy.

17.12 Warm down

Jump like a grasshopper to find a space of your own (MUSIC 17.25). Lie down quietly (MUSIC 17.55). Think about today’s dance.

Jumping. Lie in a space.

18.40

FINISH

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Programme 4: Anansi takes flight Summary: This session involves the whole class working as individuals on a dance that is inspired by Anansi the Spider Man. The dance starts with stamping and looking for Anansi and imagining Anansi as a spider. Then, listening to some words, the children follow a dance and then make up a sequence of their own. Next the children imagine they are travelling around a web very quickly and finish with a warm down. Programme structure:

Time Inspiration Movement Relationship

and space

0.00 Anansi the Spider

Anansi, sometimes a spider and sometimes a man. His stories have been told in Africa, the Caribbean and now in your school. Stand up (MUSIC 0.36). Stamp your feet on the spot, clap your hands and shake your hands high above your head. One stamp, one clap and shake, repeat (MUSIC 1.59). Feet together, bend your knees and bounce (MUSIC 2.38). Listen to the drums carefully, stamp around the room looking for Anansi but when the drums change stay in one place and bounce (MUSIC 3.12). Then stop, look up and down, you will find Anansi close to the ground as today he is a spider. Curl slowly down to the floor (MUSIC 3.53). Carefully put your hands down on the ground in front of you, with your feet flat on the floor, not your knees. Move ‘Anansi’s’ legs one at a time (MUSIC 4.25). Sit down in a space of your own. Put the palms of your hands together, show how Anansi weaves his web and weave a magical web all around you (MUSIC 5.37).

Individuals. Stamping, clapping, shaking arms. Curling up, moving like a spider. Palms together, moving arms. Sinking down.

You are going to put some of those actions together in a sequence. First take bouncy strides through the forest looking for Anansi, then sink down and sit and weave your web (MUSIC 6.46).

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7.49 “Children gather round…”

Walk calmly to find a partner and sit side by side (MUSIC 7.59). (MUSIC 8.24): ‘Children gather round, stand still and listen, listen to the story of Anansi the Spider Man. Anansi walk with a happy step, was he man or spider? A man he was. When trouble or in danger e was a spider, safe in a web, flying free. Lift up your hands to the ceiling, eyes wide and smiling. Anansi is a weaving.’ Make a dance with your partner. Start by stepping with bouncy strides (MUSIC 9.25). Listen (MUSIC 9.57). Now walk with your bouncy walk, side by side, looking for Anansi, stay together, (MUSIC 10.24). Sink to the floor, Anansi is turning into a spider again (MUSIC 11.00). Together lift your hands and weave your beautiful web, (MUSIC 11.46). The music is now repeated. With your partner dance any way you like but still remember it is all about Anansi. Show the contrasts in the music; get into a good starting position (MUSIC 12.59). Hold.

Everybody in a space with a partner. With a partner listening, stepping, bouncing, sinking down, lifting and weaving hands.

15.02 In the web

Imagine Anansi in his web: he can travel so fast around it that he seems to fly. Swing around your web, jump, travel and turn (MUSIC 15.20).

Individuals. Jumping, travelling and turning.

16.12 Warm down

In a space of your own, stretch up really tall, then sink down to the ground, lie flat on the floor, finally be really still (MUSIC 16.29). Close your eyes and listen (MUSIC 17.30).

Individuals. Stretching, sinking, listening and lie flat.

17.53

FINISH

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Unit 3: Dinosaurs

Programme 5: I spy an Iguanodon Summary: This session involves the whole class working as individuals and in pairs on a dance that is inspired by a dinosaur called an Iguanodon which is big and heavy. The dance starts with a warm up, followed by some striding. Then, working with a partner, children face another Iguanodon and fight. Finally the whole class works together in a line to look for footprints and the dance finishes with a short warm down. The heavy, slow movements of this dinosaur are explored through the dance. Programme structure:


0.00

Warm up The time of the Dinosaurs

(MUSIC 0.00) Sitting in a circle listening. Wake up in the world of the dinosaurs, stretch into a huge shape and hold. Stretch up into a standing position. Hold again.

Sitting in a circle and listening. Stretching and standing.

1.31 Iguanodon

In a space stand with one foot behind the other, still. Take huge strides swinging your legs. Take a huge step. Take more huge strides, (MUSIC 2.36). And then tuck your elbows into your body to make short arms, thumbs up. Take huge strides again and use your arms as weapons, (MUSIC 3.46).

In own space then moving around the area.

4.34 “I spy Iguanodon”.

Stand feet apart, one foot a little behind the other, bend your knees and lean forward, lift those sharp thumbs and hold up your huge head, stand still, imaging your huge tail resting on the ground behind you. Take huge strides again to find a partner (MUSIC 5.26) .

In own space then moving around the area to find a partner.

5.42 Friend or foe?

Face your partner, move around each other, keep thumbs up, checking each other out, (MUSIC 6.07). Then hold and freeze, then rest. One of your pair stands still while the other moves slowly around the other. Stand still when ready, (MUSIC 7.51). Swap over and repeat, (MUSIC 8.45). Then in a space sit down with your partner.

Moving around with partner. Rest. Stand still. One of pair move then swaps over.

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9.26 Own dance

Listen quietly to the music, (MUSIC 9.38). The music starts quietly as one dinosaur creeps up on another and then they circle around each other. Finally they have a slow heavy fight. Children to plan their own dance to the music. Show your dances. Be ready to start (MUSIC 11.23). Repeat dances (MUSIC 13.02).

Sitting down in pairs in a space. Then own planning. (Switch tape off.) Then perform own dances. Repeat.

14.10 Dinosaur footprints

Listening. Then make a long line of scientists searching for footprints (MUSIC 15.14). You have found a dinosaur trail, footprints in the rock. Follow these footprints in a wavy wiggly line, (MUSIC 16.16).

Find a space on own. Sitting. Long line of children. Walking in a line.

17.08 Warm down

Find a space of your own, (MUSIC 17.10). Sit down in your space, imaging there is a big dinosaur footprint in front of you. Trace around the shape of it with your finger.

Find a space on own. Sitting. Moving arm and finger.

18.12

FINISH

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Programme 6: Dancing with Deinonychus Summary:

This session involves the whole class working as individuals and in pairs on a dance that is inspired by a dinosaur called Deinonychus which is small and fast. The dance starts with some snatching, running and twisting movements. This is followed by a hop, snatch, run and kick sequence. Then working with a partner, another Deinonychus, the children defend their territory. Finally the dance finishes with a warm down imagining that you are an archaeologist who has found some Deinonychus bones. The quick, strong movements of this dinosaur are explored through the dance. Programme structure:


and space

0.00 Deinonychus

Listening. This dinosaur was a small, fast one. Stand with your legs apart, spread your claws and snatch at the air all around you with both hands (MUSIC 0.58). Then lift one foot on its powerful leg, put it down; lift the other, and down; then lift your powerful legs high as you run to find a space (MUSIC 1.46). Snatch at the space around you again with your arms (MUSIC 2.13). With powerful legs jog on the spot (MUSIC 2.43). In a space make a Deinonychus shape with your knees bent and your claws out. Twist yourselves around to look at your long tail (MUSIC 3.44). Then twist around one way then the other looking at your tail each time (MUSIC 4.06). Face the front; carefully lift one leg off the floor and balance (MUSIC 4.34).

Sitting, then standing and moving arms. Lifting feet, run, and find space. Move arms again. Jog on spot, lifting knees high. Standing, making a shape. Twisting and looking behind. Balance

Listening. Sequence hop, snatch, run, and kick. Do these actions as instructed. Listening (MUSIC 5.51). Now perform this sequence of hop, snatch, run and kick carefully (MUSIC 6.38). Repeat (MUSIC 7.27). Repeat, emphasising fast and light hop and snatch and strong powerful run and kick (MUSIC 8.12).

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4.44 On the move

Listening. Stand still lift one foot, hold it out behind you. That’s your kicking foot. Then slowly lift that foot in front of you, bend your knee and hold. Slowly push the sole of your foot away from your body. Repeat. Then try faster (MUSIC 10.14). Complete the whole sequence with a strong kick at the end, including some snatching at the air as you kick (MUSIC 10.37).

Listening. On own hop, snatch, run and kick. Repeat x2. Listening. Holding and moving foot. Kick. Complete movements as above.

11.04 Defending their territory

Listening, then find a partner (MUSIC 11.21). Walk around in a circle, as if you were Deinonychus; imagine you are tracing out a piece of land. Make sure it is big enough for you both to stand in (MUSIC 12.04). Both stand inside your circle; you are safe inside your circle. With your partner, not bumping, move around in the circle; use powerful legs and snatching claws and remember to keep turning your head to keep a careful watch (MUSIC 13.02). Dance with Deinonychus again listening to the pauses in the music. Stand quite still when you hear a pause (MUSIC 13.51). Hold. Look carefully around your territory and sit down together in your space.

Pairs. Walking within a circle. Pause with the music. Sitting.

Listening. You are all archaeologists searing for ancient things. Find a space on your own, sit down, dig and sweep around you (MUSIC 15.28).

Listening. Sit down, move arms.

14.46 Fossils and bones

Put the pieces you have found carefully into boxes and carry them off to the museum (MUSIC 16.34). Put your box on a shelf and slowly sink to the floor in your own space. Lie down and imagine the bones in your box (17.32) Next session is about Triceratops - maybe you could find out about her for next time.

Stand and slowly walk, reach high then sink down. Lie down.

18.23

FINISH

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Programme 7: Heads and tails – Triceratops wins Summary: This session involves the whole class working as individuals and in groups on a dance that is inspired by a dinosaur called Triceratops, which is heavy with huge horns. The dance starts with some stamping, galloping and nodding movements. Then working with a group the children defend their territory. Finally the dance finishes with a warm down imagining that you are some Triceratops bones. The slow, heavy, swaying movements of this dinosaur are explored through the dance. Programme structure:


0.00 Triceratops

Think about Triceratops - big, heavy and long. In your own space (MUSIC 0.46). Triceratops had three huge horns on her head - imagine that heavy head. Stamp your feet to the music (MUSIC 1.21). Then gallop along, a lumbering, heavy, slow gallop, like a rhinoceros (MUSIC 1.39). Repeat (MUSIC 2.03). Try it again with bent knees, close to the ground. Make all the movements slow and heavy (MUSIC 2.50). Repeat but now include a nod of your heavy head every time you stamp (MUSIC 3.32). Find a space. Triceratops travelled on four feet. Put your flat hands on the floor in front of you, (not your knees). Move by lifting one foot or hand at a time. Remember you have a heavy tail to drag behind you (MUSIC 4.38). Repeat, remembering your heavy horns (MUSIC 5.28)

Sitting then standing up. On own stamping, galloping and nodding. Bending low, hands on the floor. Moving on own.

6.00 Looking out for enemies.

In a space of your own. A Tyrannosaurus could attack at any time. Get back into your Triceratops shape again. Keep your front legs still as your back legs. Move around in a circle (MUSIC 6.28). Repeat (MUSIC 7.04). Stand up and stretch tall. Dance around the room to loosen up (MUSIC 7.40).

Hands on floor, crouched low, move arms and legs. Dancing to loosen up.

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8.23 A herd of triceratops.

Get together into groups of three or four, (MUSIC 8.29). Stand side by side, all face the same way, but leave space between you. Get into your Triceratops shape again. They probably travelled in herds; so walk along in your groups and stay in a line as you lumber slowly along (MUSIC 9.24). Sit in your groups. Lean from side to side as Triceratops looks for danger - a slow, heavy, sway (MUSIC 10.18).Then look down, heads right down; then lift your head high. Think about those heavy horns on your head. Sit down. You are going to use all these movements to make a sequence. Move your head down four times and then walk slowly forward with eight steps. Then stand still and lean from side to side. (MUSIC 11.38). Repeat, focus on keeping your own group together (MUSIC 12.42)

Groups of three or four. Stand in line. In groups walking, leaning and moving heads. Repeat.

13.36

Baby triceratops

Each group joins another group and gets into a circle. Archaeologists thought his was the preferred way for Triceratops to be, as it was safer in a herd. Choose one person to go into the middle; this will be the baby dinosaur that needs protecting. The rest of the group circle around in all the ways you know a Triceratops moves (MUSIC 14.24). Change the person who is the baby dinosaur. The rest of the group make your circle quite big, face into the middle. Repeat your Triceratops moves but this time towards the centre of the circle. Start with slow head movements (MUSIC 15.24).

Two smaller groups join together. One person in the centre. A series of movements facing outwards, and then swapping the centre child, inwards.

16.00

Triceratops bones

Stop and sit down. Loosen up by doing a lively dance all around the room (MUSIC 16.21). Stop in a space of your own, sit down. We only know about Triceratops because of their fossilised bones. Your teacher has been digging up some fossils. You be the bones and let your teacher build a skeleton. Wait until your teacher puts you in place and keep quite still once you are there.

Sitting. Dancing. Lying down as instructed, (teacher led).

17.44

FINISH

22


Programme 8: Introducing the king – Tyrannosaurus Rex Summary: This session involves the whole class working as individuals and in groups on a dance that is inspired by Tyrannosaurus Rex. The dance starts with some walking, striding and creeping movements. Then, working in pairs, the children creep along together and then do some hand clapping. Finally the dance continues with a whole class representation of a Tyrannosaurus and finishes with a warm down. The tall, majestic movements of this dinosaur are explored through the dance. Programme structure:


and space

0.00 Tyrannosaurus Rex

Today we are meeting the Tyrannosaurus Rex - big and as long as an articulated lorry, but always majestic. Stand up, lift your head, stretch tall and find a space - walking like a king (MUSIC 1.06). In a space ready to move on two legs. As you move, tall and proud, stop from time to time to look around you. Remember you are the king of the dinosaurs (MUSIC 1.58). Hold shape. Then, to faster music, move more rapidly this time with long strides using your long strong legs (MUSIC 3.02). Now imagine that Tyrannosaurus Rex wants to be alone: no other dinosaur should get close, so as you run stay away from everybody else. Watch for the spaces by keeping an eye on everyone else (MUSIC 4.17).

Standing, imagining, stretching, walking, turning movements. Holding, striding. Staying in your own space, watching for others.

5.08 Creeping and running

In your own space. Move to different music now; listen carefully for when the sounds change. Sometimes you will creep and sometimes you will race along through the undergrowth (MUSIC 5.28). Hold your shape; don’t look at anyone. You are cool and proud. Relax in a space.

Creeping and running movements.

6.22 Meat eater / sharp teeth

Sit down and listen. When the music plays move around the room searching for food. You will have to climb over things and around obstacles (MUSIC 6.49). Rest.

Sitting, listening, and searching.

23


7.45 Finding a friend

Now image this Tyrannosaurus is tired of being a tyrant and wants to find a friend. Find a friend and creep through the spaces together (MUSIC 8.03). Stand and face your partner. Tyrannosaurus Rex had tiny little hands on short arms. Work out a clapping game together (MUSIC 9.14). Stop to practice if you need to. Repeat (MUSIC 10.10). Join hands with your partner, perform a lively dance together, lifting your feet and smiling too (MUSIC 11.01). In a space with your partner; but stop and freeze when the music stops (like in a photograph) (MUSIC 11.49). Repeat, (MUSIC 12.43). Rest.

Find a partner, creeping movements. Arm and hands moving with your partner in a clapping sequence. Creeping and stopping to the music.

Can you imagine a creature as long as a lorry? Try to think of the size. When you are touched by your teacher join the line, following your teacher (MUSIC 13.50).

Children in a long class line. One end tall and standing; middle some kneeling; end lying down

13.30 One whole class Tyrannosaurus

Everyone should be in one long line. Make it as straight as you can. The whole class is one long Tyrannosaurus. If you are at the front you will be a big head shape, the middle a body - maybe with some kneeling - and at the end a tail, with some lying down (MUSIC 14.56). Hold it. Can your class dinosaur move? Slowly, all stay together; move forwards for a few steps (MUSIC 15.58). Hold it. Then slowly move into a space of your own, (MUSIC 16.23).

The whole class moving together. Into a space of your own.

16.46 Warm down

Give your whole body a shake (MUSIC 16.37). Slowly sit down on the floor. Then lie down on the floor and listen to the thumb piano play (MUSIC 17.34).

Shaking, sitting, lying.

18.24

FINISH

24


Web links: Programme 1: Sea and surf Images of whales underwater: http://homepages.inf.ed.ac.uk/rbf/WHALES/images/Whales3.jpg

Mother and baby Killer Whales: http://www.pc-wallpapers.co.uk/wallpapers/Animals/aquatic/two_killer_whales_1024.jpg

A sailing ship: http://www.stranraerhistory.org.uk/big_image/sailing_ship.jpg

Programme 2: Floating on air Making the jump: http://www.kyla.co.uk/pictures/jump.jpg

A parachutist descends… http://www.ultimategifts.co.uk/images/parachute.JPG

Programme 3: Crawly creepies or creepy crawlies Excellent image of a grasshopper… http://www.glaucus.org.uk/Hopper074.jpg

Stag beetles dancing (but don’t try this in your own dances!)… http://www.rothamsted.bbsrc.ac.uk/pie/DeBug/images/400StagFight.jpg

Programme 5: I spy an Iguanodon The dinosaur galleries of the Natural History Museum in London… http://www.nhm.ac.uk/visit-us/galleries/life-galleries/dinosaurs/index.html

An artist’s impression of an Iguanodon (a large file size)… http://www.duiops.net/dinos/images/iguanodon.jpg

Programme 6: Dancing with Deinonychus Ditto a Deinonychus… http://www.psychosaurus.com/dino/images/deinonychus.jpg

Programme 7: Heads and tails – Triceratops wins A model of a Triceratops… http://www.dinosaurpark.org/images/triceratops-large.jpg

Programme 8: Introducing the king – Tyrannosaurus Rex http://www.dinodata.net/Dd/IMAHTM/IMAILL/SAE_Tucciarone/prevs/tyrannosaurus.jpg

http://homepages.inf.ed.ac.uk/rbf/WHALES/images/Whales3.jpg

http://www.pc-wallpapers.co.uk/wallpapers/Animals/aquatic/two_killer_whales_1024.jpg

http://www.stranraerhistory.org.uk/big_image/sailing_ship.jpg

http://www.kyla.co.uk/pictures/jump.jpg

http://www.ultimategifts.co.uk/images/parachute.JPG

http://www.glaucus.org.uk/Hopper074.jpg

http://www.rothamsted.bbsrc.ac.uk/pie/DeBug/images/400StagFight.jpg

http://www.nhm.ac.uk/visit-us/galleries/life-galleries/dinosaurs/index.html

http://www.duiops.net/dinos/images/iguanodon.jpg

http://www.psychosaurus.com/dino/images/deinonychus.jpg

http://www.dinosaurpark.org/images/triceratops-large.jpg

http://www.dinodata.net/Dd/IMAHTM/IMAILL/SAE_Tucciarone/prevs/tyrannosaurus.jpg

timetomove summer 2006 - bbcdownloads.bbc.co.uk/schoolradio/pdfs/timetomove_summer_2006.pdf · the...

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