JASMINE: It's Jasmine and Johnny here for the Dance Zone.
JASMINE: Are you looking forward to it, Johnny?
JOHNNY: Yes, it's going to be dancetastic, Jasmine.
JOHNNY: Truly dancetastic.
JASMINE: Our next players are about to take to the floor.
JOHNNY: In this event,
JOHNNY: players pick a theme for their music and dances.
JOHNNY: They can choose whatever they want.
JOHNNY: It can be animals in the jungle,
JOHNNY: foods,
JOHNNY: outer space
JOHNNY: human feelings
JOHNNY: or something else entirely.
JASMINE: Audience: Ah鈥
JASMINE: What do players do once they've picked?
JOHNNY: They dance.
JOHNNY: It's as simple as that.
JASMINE: And during their dance, do their best to show the theme.
JOHNNY: Yes, that too.
JASMINE: Dancers make shapes and movements with their bodies
JASMINE: to show and tell the stories of their chosen theme.
JOHNNY: Our next dancers are Aisha, Rahib and Zara.
JASMINE: They've chosen the four seasons.
JASMINE: While you watch, try dancing along with them too in the classroom.
JASMINE: Just look out for a 'Join in' symbol.
CHEERING CROWD
JOHNNY: Here we go!
APPLAUSE
JOHNNY: Sounds like Summer music to me.
JASMINE: Oh, I feel warm already!
JOHNNY: What dance is Aisha doing?
JASMINE: She's beaming, like the Sun.
JASMINE: See if you can copy that in the classroom.
JOHNNY: MUSIC
JOHNNY: It looks like Zara and Rahib are opening something for their dance.
JASMINE: Yes, I think they're putting on suncream.
JOHNNY: Well, that's a great idea, Jasmine.
JASMINE: Yes, it is.
JASMINE: You always need to put suncream on in the sun to stop getting burnt.
JOHNNY: I think the season's changing again, I think we'll see Autumn next.
JASMINE: You're right!
JASMINE: Autumn is my favourite season.
JOHNNY: Me too!
JASMINE: For their Autumn dance,
JASMINE: it looks like they're leaves falling,
JASMINE: swirling in the wind.
JOHNNY: Can you dance like that?
JASMINE: Imagine your a leaf, blowing in the wind.
MUSIC
WIND BLOWS
JOHNNY: Time for another season change.
JASMINE: It's Winter.
JOHNNY: Let's see what dance they're on now.
JOHNNY: MUSIC
JOHNNY: Rahib and Aisha look like they're blowing in cold weather.
COLD WIND
JASMINE: Ooh, better wrap up.
JASMINE: And now, the final season.
JASMINE: Spring is upon us.
JOHNNY: MUSIC
JOHNNY: Look at that dancing!
JOHNNY: It looks like Rahib and Zara are blooming flowers,
JOHNNY: but what's going on with Aisha?
JASMINE: Oh, very clever, Johnny!
JASMINE: She's bouncing like a spring.
JASMINE: Can you do a Spring dance in the classroom?
JOHNNY: MUSIC
JOHNNY: SPRING SOUNDS
JOHNNY: That is genuis.
JASMINE: It's a different kind of spring, but I love it.
JASMINE: You can say that again.
JOHNNY: That again.
JASMINE: Good joke, Johnny.
JOHNNY: Thanks, Jasmine, we've seen all the seasons.
JOHNNY: Now the dancers are taking a bow; how do you think they've done?
JASMINE: I think we'll see high marks for them, Johnny.
JASMINE: That was brilliant dancing.
JOHNNY: And here are scores out of ten.
JOHNNY: Ten, ten and ten.
JASMINE: Perfect tens!
JOHNNY: APPLAUSE
JOHNNY: Well, what a way to end today's event.
JASMINE: You said it, Johnny.
JASMINE: And now you can give it a go; it's simple.
JASMINE: Just pick a theme for your dances: animals in the jungle, foods,
JASMINE: outer space, human feelings or whatever you like.
JASMINE: Work out some fun dance moves and join us in the鈥
BOTH: Dance Zone!
Join commentators Johnny and Jasmine live from the arena as they introduce simple movement patterns linked to the theme of the four seasons.
Children are given themes with complementary music playing and encouraged to make shapes with their bodies that express the narrative of the theme.
This is from the series: Let's Get Active
Teacher Notes
Pupils could come up with their own theme and devise movement patterns and shapes linked to it.
Themes could be animals in the jungle, emotions and feelings, food or anything they can come up with.
All based around expressing a narrative through the movements of your body (four seasons, animals in the jungle, human emotions and feelings, natural environment) simple shapes (star, pencil, ball, letters), balance, focus, energy, lines, tension, travelling, jumping, use of levels, contact points.
Curriculum Notes
This clip will be relevant for teaching Physical Education. This topic appears in KS1 and KS2 in England, Wales and Northern Ireland and Early and First level and Second Level in Scotland.
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