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Using Action Words

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  1.  

    Photocopy each page, cut into individual words and laminate

     

  2.  

    Exploring Non-locomotor movement

    The students work individually in their own space: Teacher selects and calls out an action word. The meaning of the word is explained and students explore movement that could be associated with it. For example: "Curl". Show me how you can:

    • Curl your arm
    • 2 arms around each other
    • 1 leg
    • 2 legs
    • Your spine
    • Curl your arms around your head
    • Start in a straight shape and take 5 counts to be as curled as possible
    • Uncurl in a different way

    Once exploration has occurred for 3-4 action words, the students create their own short sequence using their favourite 2 shapes or movements from each word.

  3.  

    Exploring Locomotor movement

    The class works in 2-4 lines across the hall/dance space. When the first row has had a turn, they run down the sides of the hall/dance space to line up behind the other rows, ready for a second turn. Teacher selects and calls out a locomotor action word. The meaning of the word is explained (if necessary) and students explore movement that could be associated with it. For example: "Walk". Show me:

    • A normal walk with a straight back and chin off your chest
    • A walk with a curled back and your chin on your chest
    • A very fast walk
    • A very slow walk
    • A fast/slow/fast/slow walk
    • A walk pretending to carry a heavy load
    • A walk with a sore foot
    • A walk facing sideways
    • A walk on a zigzag pathway
    • A walk with very bent legs
    • A walk using your arms and legs

    Once exploration has occurred, students could work alone or in pairs to create �A Journey of Different Walks� along a pathway of their/the teacher�s choice

  4.  

    Lucky Dip
    • Place the Action Words in a paper or fabric bag.
    • Groups of 3-4 are formed.
    • Each group takes 3 unseen action words out of the bag.
    • The students are given 5 minutes to explore movement related to each word (eg TWIST: what body parts they can twist, how many body parts can be twisted at the same time, how they can twist around each other).
    • The students then create a short dance sequence using their 3 words and trying to include smooth transitions between each word.
    • Other requirements can be included, such as a change of levels, a moment of stillness, a unison part and a non-unison part.
    • This can be a short warm-up activity or a series of lessons using different combinations of locomotor and non-locomotor Action Words.
    • The teacher could also select the Action Words for the whole class to use, and then view the results with short group performances in front of the class.
  5.  

    Antonyms

    Select an action word and students explore movement related to it. They then contrast this with the opposite to that action. For example:

    • Expand and Shrink
    • Pull and Push
    • Stamp and Glide

    This can be developed into a pair or group task.

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