Michelle Hillier, B.A., B.Ed., OCT Founder & Creative Director, Experience Groove @michgroove (twitter) @experiencegroove (instagram) www.experiencegroove.com

Using The Groove to Create Dance Experiences!

FIRST STEP: Move It

In this first step you want the students to be introduced to dance in a way that ensures success, builds their confidence and allows them to move their bodies in a variety of ways to see the possibilities they have and explore range of movements from dance styles from around the world, genres and decades. This is where you as the teacher know your students as well as your interests/experience and therefore have a lot of choice to expose them to any kind of dance.

You can expose your students to ANY form of dance including but not limited to line dances, social dances, cultural dances, traditional folk dances - as long as the students are moving confidently without inhibition and building their movement vocabulary. Choose dances that you may be confident in as a teacher, and don't get caught up in the technical or choreography of the dancers. For this chapter I am going to expose you to an innovative approach to teaching dance and movement in a creative way called The Groove. The method was created by Misty Tripoli of The World Groove Movement, and the application in education is affiliated and inspired by their work. Both the definition of Groove as well as words that teachers use to describe it, usually involve music, movement, rhythm, enjoyable, zone, flow or "getting into the groove". It has a positive connotation for most.

United and Unique

The Groove allows a simple combination of being united as a group but then allowing the students to show their unique style and personality. To do this, the teacher unites the students on a simple movement (hop, skip, run, roll, shimmy, wave, walk, point etc) to create a sense of togetherness amongst the class, and then add a creative exploration of that movement (using directions, pathways, levels, rhythms, speeds, range of motion etc.). We all move our bodies differently and The Groove allows students to express that. For example,

Created by: Michelle Hillier, Experience Groove, 2018. when students are in the Groove, they are all united on a simple movement (as simple as a walk) and then coached and encouraged to make their walk look unique and different in their own way from anyone else.

Something to keep in mind and have your students remember when they Groove, is that they cannot get their creative choices wrong! Remind your students of this before you start The Groove - have them say "you can't get it wrong" to each other and to themselves!. This also becomes the way in which you facilitate The Groove to your students. “The Groove addresses both body and mind for equipping children for their physical literacy journey! Groove has done it right by tackling not just movement form but addressing a child’s confidence and motivation to perform. For generalist and specialist teachers alike, it requires minimal preparation and does not require extensive knowledge to implement in the classroom or recreation setting.” (Dean Kriellaars, Ph.D. Department of Physical

Therapy, University of Manitoba.

Your next question as a teacher is most likely, “what songs and moves should I use”? In the table below you will see ten successful sample songs and moves to get you started. Remember "you also can't get it wrong" when interpreting the movements and when in the song to do them. Once you have explored a variety of songs, you can begin to create a “word wall” of all the moves in which you did with the students. Post up a piece of chart paper and let the students recall all the moves they can remember. If they call a move something different from what you did, not a big deal! We want to reinforce the idea that “they can’t get it wrong” so if you called something “light bulb arms” and they call it “twist the lightbulbs”, it doesn’t matter.

Remember, in this move it step, you are building their movement vocabulary and confidence in a creative way and interacting with others.

Created by: Michelle Hillier, Experience Groove, 2018. Sample Groove Songs Teaching and Coaching Notes (appropriate for K-6 students):

SONG ARTIST DANCE GROOVE MOVES NAME STYLE/ GENRE

Tribal Funk Benjamin Bidlack African Heavy Stomp Drumming Jump & Move

We Will Rock You Queen Rock 'n' Roll Stomp Stomp Clap Air Guitar Pump Pump ThroW

Wipe Out Surfaris 1960’s Pop Swimming Surfboard Tricks Deep Sea Dive

Beware of the Boys Punjabi MC Bhangra Lightbulbs Drive the Car Windshield Wipers

Hernando’s Alfred Hause’s Tango Dramatic Walks Hideaway Tango Orchestra Pick the Roses Dramatic Poses

Everybody Gonfi Two Cowboys Country Gallop Gon Swing your Partner Heel Digs

We Speak No Yolanda be Cool Italian “Pizza Party” Skipping Americano Making the Pizza (roll the dough, cut the toppings, toss & catch) Eat Pizza/Food Fight

Water Cycle Rhythm, Rhyme, Hip Hop & Science Side to Side Science Funky Walk Hip Hop Poses Water Waves

Created by: Michelle Hillier, Experience Groove, 2018. SONG ARTIST DANCE GROOVE MOVES NAME STYLE/ GENRE

The Blue Danube 101 New Strings Waltz Sway Orchestra 3 Walks & Bow Spins & Jumps

The Sun B-Tribe Stillness & Still Position Mindfulness Eyes Closed Soft Breath Clear Mind

SECOND STEP: Learn It

In the second step students learn the five elements of dance, which are the foundational elements and vocabulary students need in order to develop movement skills and begin creating their own dances. To teach the elements to your students, analyze and discuss with them the following topics for each element:

Define: What is the element? Gather around a piece of chart paper and make notes with the students to define and describe the element. Try to pull answers out of the students by prompting suggestions and questions. Your students will refer to these as they create and explore.

Individual exploration: Have your students kinesthetically explore the element in a creative manner spread throughout your space; use teacher prompts

Group activity: opportunity to work with others and show knowledge of element through a small creation and share

Reflect: Debrief, review and do either a personal reflection or share thoughts after watching other groups share

In addition to posting a piece of chart paper for each element (to be used in the process of defining the element), put up a poster with the DR BEST (Dance is..Relationship ~ Body ~ Energy ~ Space ~ Time) acronym showing all of the five elements to help students remember.

Let’s explore some prompts and discussion topics for each of the five elements:

Created by: Michelle Hillier, Experience Groove, 2018. BODY

DEFINE:

Shapes (curved, angular, symmetrical, asymmetrical) – Static and Dynamic

Body Parts (head, shoulders, hands, hips, legs, feet)

Body Zones (right side, left side, upper body, lower body)

Body Bases (feet as base – on the floor, back as base, knees as base)

INDIVIDUAL EXPLORATION: Student will spread out in the space. Ask them to create static (frozen like statues) shapes with their body: twisted, prickly, wavy, angular, curvy. Now ask them to create dynamic

(moving on the spot) shapes with their body: shaking, swinging, explode, melt, ooze, collapse, freeze, sway, suspend, crunchy, spongy. Ask them to explore symmetrical (mirror image on both sides) vs. asymmetrical

(different on both sides) shapes alone and then with a partner.

GROUP ACTIVITY: You’ll need 8-10 images , as well as a sound system (song suggestion: Levels by Avicii).

Lay the images down on ground and ask the students to move around the space and play the song suggestion. When the music stops they create the shape in which they are closest to. Repeat as many times as necessary to give students a chance to create up to 5 shapes. Get the students in groups of 4-5 and give each group an image. As a group they will generate a list of words to describe the image (prompt them by asking them to pretend they have a remote control and they could make the image come to life). As a group they will produce a movement creation with the following criteria:

- Group beginning shape

- Four different moves (each group member creates a move for the word from the list for accountability and acceptance).

- Group ending shape

Have each group share with the rest of the class to the song suggestion.

REFLECT: When you watched the other groups, did the group members use their bodies in the way you thought they should?

Created by: Michelle Hillier, Experience Groove, 2018. SPACE

DEFINE:

Directions (forward, backwards, sideways, diagonal)

Levels (high, middle low)

Pathways (straight, curved, zig zag, spiral)

INDIVIDUAL EXPLORATION: Gather the students at one end of the space and have them get into 4-5 equal lines/squads all facing the same direction. All the students who are first will move together. All the students who are in your line will be referred to as your “family”. Prompt each family to move down the room with a walk. Now call out directions to travel in, then levels, then pathways. Then try a different locomotor movement instead of the walk (skip, jump, gallop, run etc.). Now ask them to leave the line “families” and move everywhere through the space. Call out combinations of spatial elements (ie. skip backwards in a zigzag, gallop sideways in a spiral etc.)

GROUP ACTIVITY: You’ll need six pieces of blank paper and coloured markers for this activity. Students will work in groups of 4-5. Each group is creating a visual treasure map, which must have a starting point, middle point and ending point anywhere on the page. Draw circles to identify the three circles and write a non- locomotor movement in each circle (ie. punches, kicks, wiggles, marches). Then the group draws a pathway

(ie. zigzag, diagonal) on the page to indicate how to travel move in a locomotor way (for added difficulty write a level beside the line). Each group gives their treasure map to another group for them to figure out, practice using their bodies and finally share with the class. This activity is a great way to allow to students to see the possibilities when it comes to using the space in more than just a lateral manner when creating.

REFLECT: When you watched the group share the treasure map your group created, did you feel they executed it the way you envisioned?

Created by: Michelle Hillier, Experience Groove, 2018. TIME

DEFINE:

Tempos (fast, slow)

Rhythms (combinations of two tempos ie. fast fast slow, fast fast slow)

Beat (connecting to a beat in music)

INDIVIDUAL EXPLORATION: Clap different rhythms and have students respond using the call and answer approach. Have Select some students to be the “caller” and try using different body parts. Ask students to move around the room for 8 claps and freeze for 8 claps, then 4, 2 etc.

GROUP ACTIVITY: You will need cards or pieces of paper with a four fruit pattern (ie. pear apple watermelon pear). Ask the students, how many syllables are in the word “apple” (2). Clap together and say ap-ple using two claps. Now clap and don’t say the word. Next say ap-ple have the students move their bodies using two beats without saying the word or clapping. Encourage them to try different body parts. Explain that ap-ple is two beats and therefore has two body movements. Repeat with pear, pineapple and watermelon. Now the students know four uses of time are those represent how many moves are in the beat. Get students in groups of four. Each group receives a four fruit pattern from the teacher (use only pear, apple, pineapple, watermelon). Each student picks a fruit and creates a body movement to represent how many beats it has, and the speed at which it is demonstrated (ie. pear would be one slow movement, and watermelon would be four quick movements). Students then share with their group so all group members know all the fruit movements. Be sure all four fruit movements flow into each other with no breaks. Share with the class.

REFLECT: How did the groups show unison (the skill or ability to work together as a unit)?

Created by: Michelle Hillier, Experience Groove, 2018. ENERGY/EFFORT

DEFINE:

Quality (ie, smooth, sharp, vibrate, fluid, twisted etc.)

Force (ie. lightness, strength)

Effort (ie. pressing, gliding)

INDIVIDUAL EXPLORATION: Walk through the space using different directions and call out the following energy words to change the look of your walk: flop, bounce, float, drip, pound, flick, soar, twitch, vibrate. Lots move to choose from or create your own.

GROUP ACTIVITY: You will need a sound system (song suggestions: Cotton Eyed Joe, Pirates of the

Caribbean Krump Remix). Teach the students a very basic movement combination (example below):

Step together step touch to R and then to L

Straight jump in in the air and land

4 walks forward, turn around, 4 walks backward

Arm reach to R then L and clap

Ensure that students are not adding any expression, play no music as they practice it and move on only when the whole class knows it. Get the class into groups of four and give them time to practice the combination again. Now play the following songs and have them listen to the song and have the group discuss what the song sounds like to them, generate some words to describe the energy/effort of the song. Sometimes coming up with a theme helps (ie. Dinosaurs attaking the earth, floating in space etc) Make it clear that the original movement combination is not changed - they are just modifying the movements to suit the energy/effort. Give them time to work on it and then all groups share using the two diverse song selections above.

REFLECT: Do you feel that the movements the group chose to do reflected the music? Compare the different interpretations of each group for the same song.

Created by: Michelle Hillier, Experience Groove, 2018. RELATIONSHIP

DEFINE:

To others (group formations, mirroring, physical connection)

To props (scarves, ribbons, chairs, balls, clothing)

To a theme (colours, emotions, animals, social justice)

INDIVIDUAL EXPLORATION: Mirroring activity where students face eachother and move together as if they are looking at a mirror image. Tips for success include find a partner with a similar height, start by sitting where only arms are involved and evolve to standing, choose who is the leader and who is mirroring and call out when to switch, try to maintain eye contact, move slowly so that an observed would not know who is leading and who is mirroring. This shows relationship to another person.

GROUP ACTIVITY: You will need five different pieces of HPE equipment (ie. scoops, deck rings, bean bags, hula hoops, small balls etc) - five of each. Create five stations with the 5-6 pieces at each. Students are in five groups, each starting at one station. Give them one minute to explore and play with the equipment, as they know it – prompt them to make it bigger, exaggerate it, add levels, etc. For the second minute at the same station ask them to “think outside the box” and use their imagination to make the equipment become something other than it’s use in HPE class or extend the skills by adding in rhythms, levels, directions etc (ie.

Deck ring becomes a steering wheel). Move around the stations so each group gets to play with all the equipment. Assign each group a piece of equipment (one per person) and have them each group member create a move with that equipment/prop. Ask them to use their prior knowledge and movement vocabulary from exploring all the previous elements (time, space, body, energy/effort). Each group shares.

REFLECT: What surprised you about how others used equipment in a variety of ways?

Created by: Michelle Hillier, Experience Groove, 2018. STEP THREE: Live It

In the final step, students are now taking their knowledge all the foundational elements of dance in a creation, called a dance recipe, which becomes your success criteria.

Primary Dance Recipe (1-3) Junior Dance Recipe (4-6) Intermediate Dance Recipe (7-8)

➢ Groups of 3 (K-1 ✓ Groups of 4 • Groups of 5-8 whole class) ✓ Beginning Group • Five Groove Moves ➢ Three Groove moves Shape • Clear Beginning and Ending ➢ One Move must ✓ Four Groove moves • Three Group Formations Travel ✓ Fast and Slow • Two Levels ➢ One Move much ✓ Locomotor and non- • Movement in Unison Change Levels locomotor • Moment when all group ✓ Heavy and Light members are connected Music Suggestion: Music Suggestion: • Moment of Stillness It Takes a Village Kicking the Flavour • Two different uses of time by Benjamin Bidlack by Geoff Bennett • Show Vibrate, Float, Twist Music Suggestion: Boroto by Badenya & Les Freres Coulibaly

Following are some tips for teaching this step:

▪ Pre-select the groups to ensure communication, connection and time on task

▪ When selecting music, keep it instrumental, global and try to stay away from radio top 40 songs. They

will only encourage students to mimic what they have seen in the media and it may hinder their own

creativity. Language and themes are not always appropriate either.

▪ Use ONE song for all the groups in their creation. It allows the teacher to maintain “control” of the

practice space by having all groups in the gym or classroom.

▪ When assessing and evaluating, you don’t have to always focus on the final product. Observe them in the creative process – not all students feel comfortable sharing yet they apply themselves as leaders in

the group work. Created by: Michelle Hillier, Experience Groove, 2018. ▪ Don’t give them too little or too much time to create and work (usually 2-3 forty minute blocks). If groups seem “done”, assign them additional criteria.

▪ When time to share, allow more than one group to go at a time and have them share more than once. It takes the pressure off of final product being a “performance”.

▪ Prompt the students watching (the audience) to be respectful with positive body language, eye

contact and applause when the group is done. Share peer and teacher feedback with the group upon

their completion (2 “glows” – what they did well and 1 “grow - what they could improve on when

sharing again)

▪ BE sure they are always creating. Don’t make it about YOU as the teacher.

▪ Assessment is not focused on skills and technical execution of dance, it is based on the presence of the success criteria in their creations.

▪ Don’t take yourself so seriously, keep it simple and have FUN! Remember, you can’t get it wrong!

Created by: Michelle Hillier, Experience Groove, 2018.