Dance Workshop Autumn 2011

School Radio

Veejay Kaur - presenter Unit 1 Andy Instone - presenter Unit 2

Age: 6 - 8

CDs: These programmes are available to order (for UK Dance Workshop on bbc.co.uk/schoolradio schools only) on pre-recorded CDs from: These Teacher’s Notes are primarily intended for BBC Schools’ Broadcast Recordings print. The content - with additional features - can Tel: 0370 977 2727 Monday to Friday 0800 to 1800. also be found on the Dance Workshop pages of the Or visit the Order CD page of the BBC School Radio School Radio website. website: The website pages include details of other series from www.bbc.co.uk/schoolradio/ordercd Dance Workshop broadcast this year. Go to: Audio on demand: These programmes are also available as audio on demand for 7 days following www.bbc.co.uk/programmes/b03g64pm transmission from the BBC iplayer.

Refer to the transmission dates below to f nd out when programmes are available as podcasts and audio on demand.

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Dance Workshop - Autumn 2011

These programmes are available as audio on demand (for 7 days) from the School Radio website following transmission. Refer to the transmission dates below to f nd out when each one is available.

Contents:

Introduction 3

Unit 1: Indian Classical and Bhangra dance 5

1. Kathak 5 AOD available from 21/09/2011

2. Krishnan vs the Demon 8 AOD available from 28/09/2011

3. Bhangra harvest 10 AOD available from 05/10/2011

4. Bhangra celebration 12 AOD available from 12/10/2011

5. Tamasha 14 AOD available from 19/10/2011

Unit 2: Hip Hop Step 17

6. Funky street 18 AOD available from 02/11/2011

7. Rock your body and soul 24 AOD available from 09/11/2011

8. Disco dance 27 AOD available from 16/11/2011

9. Hip hop street 30 AOD available from 23/11/2011

10. Mix it up 33 AOD available from 30/11/2011

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Dance Workshop - Autumn 2011

Introduction Breadth of study: Aims of the series: 6 a) create and perform dances using a range of movement patterns, including • To support non-specialist teachers who those from different times, places, and have no previous experience of teaching cultures dance or movement • In addition, to support specialist Dance Workshop is an ideal means to teachers by providing a rich supply of provide these opportunities. Also links to carefully structured movement ideas equivalent levels and objectives in Scotland • To give your group a wide and varied (Curriculum for Excellence). exploration of different types of movement Using the programmes: • To foster creativity so that children can respond through movement to music, Programmes are available to order (for UK poetry, story or their own emotions, schools and other academic institutions using their own ideas only) on pre-recorded cassettes and CDs. • To introduce children to a wide diversity Further information is available at this page of music of the School Radio website: • To encourage co-operation and group work within the class www.bbc.co.uk/schoolradio/ordercd • To develop an aesthetic appreciation of dance as an art form. Programmes are also available as audio on • To encourage better co-ordination, demand from the School Radio website for 7 control and balance and other days following transmission (check the movement skills contents table above for dates). • To practise listening, sequencing and movement memory. The audio on demand is a reliable service that allows you to listen to the programme Dance and the National Curriculum: ‘streamed’ over the internet. This means that you can play the programme to your Dance Workshop targets the dance objectives class direct from a computer, or from a hif of the Physical Education curriculum at Key by connecting the output of the computer Stage 2. The National Curriculum outlines: into a suitable input on the amplif er (which offers enhanced sound quality) or by Knowledge, skills and understanding: connecting the computer to an IWB. 1 b) perform actions and skills with more consistent control and quality 2 a) plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small team activities 3 a) identify what makes a performance effective

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Dance Workshop - Autumn 2011

Some tips for teachers: CD / Track – use this column to navigate each programme. Programmes are close to • Get involved! Your enthusiasm and / or 20 minutes in length and are made up of participation will make a huge several CD tracks (if you are using the difference to the children’s overall effort programmes from pre-recorded CDs). and response. • Be familiar with the structure of the Movement content – detailed information programmes. Read through these on the actual movements included in each Teacher’s Notes before using a sequence. This column also indicates clearly programme and, if possible, listen to the when you are expected to pause the programme or sections of it before programme to practise or discuss. using it with the class. • Listen carefully for instructions. The Teacher guidance – offers practical programmes include a number of pause advice on how to get the best out of the points where you are encouraged to programmes with suggestions for switch off the programme to either assessment. discuss or practise with your group. These pause points are clearly marked Hall time: in the content grids for each programme (beginning with the words ‘Pause You will need considerably more hall time programme’ in bold lettering). than the actual length of the programmes. • Take control. Feel free to stop the About 40 minutes should be ideal. Dress as programme as frequently as you’d like if for PE: bare feet and shorts and T-shirt, or to repeat sections, extend ideas or focus loose layers that can easily be peeled off. on a particular sequence. • Keep control. Discipline your class as you normally would a PE lesson or hall activity. Encourage real commitment to Or you can write to us at: producing stylish and creative Dance Workshop movement by the end of each session. Floor 3, Bridge House • Show off! The f nished dances as MediaCityUK assembly presentations or end of term Salford performances. M50 2BH.

We look forward to hearing from you.

Using these Teacher’s Notes:

These Teacher’s Notes include a detailed content grid for each programme. The information includes:

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Dance Workshop - Autumn 2011

Unit 1: Indian Classical and Bhangra dance

Introduction:

This unit takes some basic elements from two contrasting styles of Indian dance and provides an opportunity to build from simple steps into extended sequences. The dances are appropriate to the constraints of the classroom, a non-specialist teacher and an audience that may not be familiar with the music or moves of these dances. By building each sequence around some simple elements it is hoped each child will some fun moves they can take away from the unit…and build into their own dances! The unit of programmes embraces the fact that traditional Asian dance and music have fused with modern styles, with some vibrant and exciting results.

1: Kathak

Kathak is a form of classical dance that originates from northern India. The word ‘kathak’ derives from the Sanskrit word ‘katha’ - meaning ‘story’. The dancers, or story-tellers are known as ‘Kathakaris’.

Kathak is an ancient form of dance the origins of which are linked to Indian mythology. The narrative element of Kathak concentrates on the main characters of Hindu mythology – Lord Brahma, Lord Vishnu and Lord Shiva. It is characterised by fast footwork, plenty of spins and elegant poses. A Kathak performance usually progresses from slow steps to fast, ending with a dramatic climax. It will also include sequences which is exclusively footwork, with intricate rhythms passing between the accompany- ing percussion and the dancers’ feet.

Some key elements of Kathak that are included in this programme are:

Tihai – a sequence using just the feet in which the dancers copy the intricate rhythms of the percussion

Naman – the starting pose for the tihai. Stand upright, heels together but feet pointing outwards to form a V; left hand in front of chest, palm facing up; right hand on top of left hand, palm facing down.

Tukra – a short dance sequence, forming part of a longer Kathak performance. The tukra in this programme includes the following elements: a) Uthpathi – an opening pose. Stand upright, heels together and feet pointing outwards (as with Na- man). Hands are held in front of the chest, both palms facing downwards, f ngertips together. b) Namashakar – the ‘greeting’. Hands are brought together into the ‘prayer’ position; prayer hands then move in a semi-circle from left to right and back to in front of the chest. c) Chakar – a spin. The spins in this programme are through 360 degrees to four beats. d) Sum – a regal pose.

The dances are usually performed wearing traditional costume – saris for the women and the men bare-chested and wearing dhoti.

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Dance Workshop - Autumn 2011

Movement summary:

• Warm up: isolating individual body parts – ankles etc – based on yoga moves.

• Tihai: repeating a sequence of claps and foot stamps following a drum rhythm, in two groups

• Tukra: Making the Uthpathi pose and then moving through the Namshkar greeting

• March: four steps forward then back, with arms extended alternately to right and left with each marching step

• Chakra / Sum: A spin through 360 degrees in time with the music ending in the regal pose.

• Sequence: putting the moves together to form a tukra sequence based on: uthpathi, namshkar, march, chakra, sum.

• Cool down.

Programme 1 structure: Kathak

CD 1 Content Guidance Evaluation Track

1 Warm up Jogging around room in time to Control running movements to Is the running in time to music, travelling in all directions. beats of music. Lift knees high. music? Stretches. Circular movements Circular movements of all joints Are they aware of space when of joints and stretches based on wrists, shoulders, hips and running? yoga which is used in Kathak ankles. Are circular movements of warm ups. Bend over to touch toes. joints controlled?

Sequence 1: Tihai 2 Working in two groups, called A Pupils will f rst work individually Do pupils stand strong in and B to learn pose and learn rhythms. kathak Naman pose? a) Naman - Kathak pose Divide class into two facing each Do children clap and stamp in 3 b) Tihai- rhythm dance other – groups A and B. time? Practice rhythm work with hands A will start with f rst rhythm a) Do pupils understand what and feet through clapping and clap then f ve stamps. rhythm they will follow? stamping in kathak style. B will respond doing second Learn kathak starting pose - rhythm b) clap clap then f ve Naman stamps. Pupils will learn and practice Then both A and B will do clap Tihai three rhythmic patterns: clap clap then f ve stamps. a) clap, f ve stamps The sequence done three times. b) clap clap, f ve stamps 4 c) clap clap clap, f ve stamps

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Dance Workshop - Autumn 2011

Sequence 1: Tukra 5 a) Uthpathi pose and Greeting Make sure children stand tall. Are pupils in correct stance? Namshkar Make sure stance is strong. Is the greeting Namshkar Uthpathi pose – feet pointing move clear? out in V position; arms raised at chest height, elbows out, f nger tips touching. Greeting Namshkar; hands together in 6 ‘prayer’ position. Move hands from right to left.

7 Sequence 2: Tukra b) March: tut tut tut tut- (1 2 3 Make sure co-ordination of arms, Are pupils making strong 4) legs and head - moving at same movements? From uthpathi pose, travel time. Is co-ordination of arms, legs forward right leg f rst and right Greeting namshkar to tut tut tut and head correct? arm extended with head turning tut - 4 steps forward with arm Are pupils ending move to to right. Then left arm extended extending right left right left, uthpathi pose? and left leg in front, looking left. uthpathi pose. Practice three And right and left again. times. End by coming back to uthpathi pose. Practice greeting namshkar, tut tut tut tut, ending to uthpathi pose.

Sequence 3: Tukra 8 c) Chakra- Three foot turn d) Make sure the right foot steps Are pupils co-ordinating arms and 9 Sum- regal pose f rst, as they turn. and legs in time? Chakra- from uthpathi kathak Make sure arms are extended as pose, turn around 360 degrees children turn around. taking 3 steps. Right foot f rst, Is the regal pose strong and left and right. Ending back to Make sure they end in uthpathi clear? uthpathi pose. after turn. Are the children returning to As turn, extend both arms for uthpathi. two steps right and left and last Make sure the Sum regal pose is step back to uthpathi. strong and f xed. 10 Sum - after turn stamp with right and place left foot behind right foot with arms in air.

11 Sequence 4: Tukra a b c d Starting pose uthpathi Encourage pupils to make the Do pupils remember the Greeting namshkar moves smooth, graceful, clear sequence well? Tut tut tut tut– 1234 extended and with physical strength. Do pupils make strong clear arms Make sure poses are all well movements? Three foot spin - chakra def ned. Do they make def ned poses? Stamp Regal pose Done three times.

12 Cool down Walk to own space with slow, Encourage tired heavy steps. Pupils should feel calm, exhausted steps. Stretch body long and tall in own relaxed and stretched. Stretch, lie down and relax all space. muscles. 7

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Dance Workshop - Autumn 2011

2. Krishan vs Demon

This programme focuses on the narrative element of kathak by telling one of the stories from Hindu mythology. The dance shows Lord Krishan – the hero – and how he takes on and defeats a fearsome demon.

Movement summary:

• Warm up: a sequence of steps and stamps, preparing for the demon gestures that will be part of today’s dance

• Krishan playing the f ute: hands held close to the face as if playing the f ute; a sequence of steps based on right, left, right, then tap left behind right; carrying on leading with the left for four beats, then right again for four beats

• Krishan banging the drums: simple forward steps for the feet, accompanied by alternate bangs on a huge drum in time with the music. Becomes playing f ute for 16 beats and drum for 8 beats.

• Demon stomp / demon hiss: stamping forwards 4 steps and back 4 steps with demon arms changing with the change of direction; staying on the spot to make a demon gesture and sound!

• Krishan defeats the demon: in pairs – A as Krishan circles the demon for 16 beats playing the f ute; then A switches to banging the drum while B – the demon – makes the demon hiss. Swap over if possible.

• Cool down.

Programme 2 structure: Krishan vs Demon

CD1 Content Guidance Evaluation Track

13 Warm up Sequence of eight steps, four Practise and repeat several times Are the pupils spatially aware? stamps, shaking arms and to raise pulse. Ensure pupils Are they in time? pulling funny faces. Travelling stamp, shake their arms and pull forward, back, side to side and funny faces at the same time. diagonally.

14 Sequence 1: Krishan playing f ute – ‘the f ute dance’ Make sure hands are correctly Are the hands creating the Pupils use hands to make making the f ute mudra. f ute mudra? movement of stylised f ute. Make sure head is tilted slightly Are hands away from the face, 15 Practise travelling through the to the side as if playing f ute. at lip height? space, in beats of four with right Make sure pupils travel through Is head tilted to one side? 2, 3, tap left 2, 3, tap, in circular the space, making small light Are pupils correctly doing shape and f gure of eight. steps of right 2, 3, tap and left 2, footsteps of right 2, 3, 4, then 16 Travelling through the space with 3, tap. left 2, 3, 4? f ute mudra.

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17 Sequence 2: Krishan banging the drums – ‘the drum dance’ Make sure heels make solid Is the playing-the-drum pose On the spot, practise heel steps. movements as they hit the clear and solid? Make the movement of playing ground. Are pupils moving in time to drums. Both feet and arms Make sure arms are wide apart the music? together. and palms are making movement Are they making clear contrast Practice playing f ute for sixteen of banging the drums. between f ute and drum beats then playing drums for Make sure they move with ease moves? eight. from f ute to drum action.

18 Sequence 3: Demon dance a) demon stomp Make sure upper body and Do pupils create an Indian b) demon hiss stamping is solid, strong and demon pose? Learn and practice upper body clean. Stress co-ordination of Are their arms co-ordinating movements. Angular arms and arm movements are clear as and moving in time as they palms. Refer to diagram. stamping forward and back. stamped back and forth? Demon stomp - stomping The arm movements for the Are the facial expressions big? forward four steps and back four demon stomp are particularly steps with arm movements. challenging and will take time to Demon hiss - stand in demon get. stomp pose. Adding facial movement, rolling eyes and hissing.

19 Sequence 4: Krishan vs demon - a) Krishan f nds the Make sure A and B understand Do pupils understand the demon; b) Krishan kills the what movement they are doing. game? Do they work together demon A Krishan B demon. well, carrying out their In partners: A and B. Make sure A Plays f ute individual movement and A is Krishan, B is the Demon. movement around B and B does dancing in time together? a) Krishan f nds the demon. A demon stomp at the same time. Is there a clear contrast plays the f ute circling B. B does Make sure after 16 beats A faces between their movements? the demon stomp. Both are B and plays drums and B does danced for 16 beats. demon hiss action. b) Krishan kills the demon Partners swap characters. A stands in front of B, A bangs the drums to scare Demon. B does demon hiss. Both for eight beats. Replay the music as often as you’d like. Partners swap over characters.

20 Cool down Basic yoga stretches. Encourage stretching but not Body and limbs should feel over-stretching muscles. stretched and relaxed.

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Dance Workshop - Autumn 2011

3: Bhangra harvest

‘Bhangra’ is a dance form that originates from the Punjab region and is perhaps the best-known of South Asian dance styles. The word ‘bhangra’ comes from the word ‘hemp’ and the dance was originally a celebration of the harvest – and consequently the dance is lively and happy. It grew gradually to become a traditional dance at times of celebration – at weddings and parties.

In recent years bhangra has seen a huge surge in popularity – not just as a dance form but with a genre of music also named bhangra. As it has moved into the mainstream bhangra – both dance and music – has fused with many other inf uences, including Bollywood, hip-hop, jazz, house, drum-and- bass and reggae.

Wherever Punjabi emigrants have gone they have taken bhangra with them…and the dance has evolved in relation to new styles and inf uences. The choice of music for these programmes ref ects this fusion of inf uences. The emphasis is on learning several discrete components of a sequence and then putting them together. Each of the moves can also feed into the children’s own dances.

Movement summary:

• Warm up: Isolation sequence based on previous programmes

• Bhangra hop and bhangra arms: practising the basic step and then adding shoulder shrugs in time to the feet

• Tying the turban: left hand on ear; right hand extend straight; arm swoops from right to left creating a circle as the turban is tied; adding feet

• Cutting the crops: a new bhangra step which is accompanied by arm movements suggesting cutting the crops – a scythe is held in one hand and moves smoothly to cut the crops

• Harvest day sequence: Adding the elements together to make a sequence

• Cool down.

Programme 3 structure: Bhangra harvest

CD1 Content Guidance Evaluation Track

21 Warm up. Circling joints to warm up their Ensure movements are Do pupils move in time? Are bodies and jogging. controlled. Make sure movements they aware of the space? are energetic and bold.

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Dance Workshop - Autumn 2011

22 Introduction to bhangra

23 Sequence 1: Bhangra bounce Make sure arms are extended Are pupils’ shoulders in time and bhangra arms and elbows soft, and shoulders to music? Is the bhangra kick are constantly moving to time of in time? Are children able Bhangra bounce: learn and music. to move both shoulders and practise basic bhangra step. bhangra step together in time?

24 Bhangra arms: shoulder shrug moves with arms extended. Bhangra footwork in time to music. Travel through the space with basic step.

25 Bhangra bounce and arms together

26 Sequence 2: Tying the turban Left hand on ear, right arm Make sure left hand on left side extended shoulder height. Move of head and right arm is clearly Do pupils move arms from right arm from right to left, then moving from right to left and right to left and shoulder shrug back again. It creates a circle. back again. in time to music? Shoulder shrugging all the time Make sure both shoulders are Were movements clear? the movement is being carried shrugging in time to music, as out. right arm is moving from right to Basic bhangra bounce footwork left. with arms.

27 Sequence 3: Cutting crops Feet: Bhangra hop: learn and practise second Once the step is learnt, make Are pupils bouncing a little as bhangra step. Arms - left hand sure the children move in time to they step in time to music? is a f st and held out in front. the music, as if bouncing as they Do they appear to be cutting Right hand as if holding a do the step. crops? scythe, moves from right to left, Stress to children that they are Are they in time to the music? underneath left hand. Shoulders cutting a crop, so movement is always shrugging up and down in large and circular. time to the music. Both footwork Make sure both footwork and and arms practised together. arms are in time to music.

28 Sequence 4: Harvest day dance Make sure movements are clearly Are pupils making the different First recap all the steps again: different. moves smoothly from one to Tying the turban Make sure shoulder shrugs and another? Cutting crops footwork is in time to music. Are they moving in time to Bhangra arms Divide class into groups of four/ music? 29 Get in to groups of four/ f ve. f ve. Are they aware of their own Make two lines facing front. Encourage the children to create and group spatial awareness? Do each move twice and the their own sequence from moves Do pupils work together as sequence twice. Allow pupils to learnt. a group to make their own jumble sequence to their own Make sure they work together sequence with moves they preference. and dance in time to the music. have learnt? Show rest of the class.

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Dance Workshop - Autumn 2011

30 Cool down Walk around room. Taking large Encourage large, slow steps. Pupils should be calm and slow steps. Lie on the f oor and relaxed for class. take in slow deep breaths.

4: Bhangra celebration

Movement focus:

• Warm up: revision of bhangra steps from the previous programme.

• Bhangra feet plus clapping and pointing: continuing with bhangra foot moves from last time and adding clapping in time to the music and dramatic pointing gestures

• Gidha: focus on pair work; partners perform a sequence of the moves in pair formation, passing each other and turning to face for the next move

• Kikalee: partners swing each other round with a cross-hand hold

• Bhangra party: group focus; everyone forms a big circle; pairs take it in turns to dance one move together in the centre of the circle, before the next pair take over

Programme 4 structure: Bhangra celebration CD2 Content Guidance Evaluation Track

1 Warm up Revision of Bhangra steps from Practise and repeat several Are pupils warmed up ready to previous programme: Bhangra times. dance? bounce and arms.

2 Then bhangra hop.

3 Sequence 1: New bhangra moves a) clapping b) pointing in air

4 a) Clapping Footwork from previous Make sure pupils are doing Are pupils moving in time to programme. Add claps in time bhangra basic step correctly to music? to music. Clap diagonal up and music. Do they move through space down. Travel forward 4 steps. Make sure pupils are clapping with ease? Spin round and travel forward in time and doing bhangra Are they spatially aware of for 4. point move with their shoulders each other? shrugging in time. 5 b) Pointing in air. Left hand on hip, right hand stretched in air, hand pointing up as if waving for the teacher’s attention. Practise both a and b in space. Shrugging shoulders in time to music.

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Dance Workshop - Autumn 2011

6 Sequence 2: Gidha Partner up as A and B. A and B should stand a metre A and B are a metre away Do pupils ref ect each other’s apart facing each other to dance facing each other. On the spot moves, dancing with joy? all moves so far learnt. They children will do bhangra hop. Did they move smoothly from will travel with one movement Travelling across each other one move to another? crossing each other to swap they will do bhangra arms to Are they working well in places. Then continue to do swap places. partners? second movement crossing each Then bhangra clap, crossing Are pupils spontaneous in other to swap places again. They each other to swap places making their own sequence from will do this until all moves have again. the moves given? been danced. Then bhangra arms then move 7 In following order: across each other again to Bhangra hop swap places. Bhangra arms Encourage the children to Bhangra clap ref ect the moves with each Bhangra point other, so that they dance in Pupils will then do their own unison and with joy! sequence of the moves.

8 Sequence 3: a) Kikalee b) bhangra star Kikalee- Make sure pupils do Do pupils have good control of Find another partner as A and B. not spin out of control. both moves?

9 a) Kikalee. Both feet on ground. A and B extend arms in front of themselves, cross over arms. A and B take hold of each other’s hands. Spin round in a circle in time to music. Practice moving from one to It’s a bit like a frog going up another. and down, but with bhangra arms. The up and down is very 10 c) Bhangra star jump. Body in a fast and energetic! star shape, jump down and jump up.

Then combine bhangra hop, kikalee and star jump.

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11 Sequence 4: Bhangra extravaganza! Make sure circle is big and Are pupils moving in time? Do Pairs decide two favourite moves all pupils have enough space the partners work together that they will use in the bhangra to go around in a circle as deciding what movement they extravaganza. they move. Plenty of time is do in the middle? allowed for this activity in the Are all partners doing clear 12 Class makes a circle. Ensure that programme (the music lasts for movements? partners are standing next to about 3 mins 30 secs). Are all partners using arrange each other. Encourage partners to do their of all different bhangra moves Everyone does bhangra arms move in circle energetically and learnt from this programme and with either bhangra bounce boldly choosing from: the previous one? or bhangra hop. While circle continues to dance; one set of Clapping partner goes into the middle Pointing in air of the group doing any of the Bhangra arms movements learnt. As partners Bhangra stunt f nish and goes back to the Kikalee circle, another set goes in. Until Bhangra star all partners have a go. And any learnt from the previous time. 13 Invitation to replay the music.

14 Cool down

5: Tamasha

‘Tamasha’ is a traditional form of performance with singing and dancing. The word can also mean something like a ‘commotion’ – so it’s just right for this f nal programme that brings together elements of the previous programmes in the unit and runs them as a performance.

Programme 5 structure: Tamasha

CD2 Content Guidance Evaluation Track

15 Warm up. Bhangra style warm up. Bhangra Refer to programmes 3 and 4 for Are pupils moving to beat? bounce with arms, hop and star. details. Were movements energetic?

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Dance Workshop - Autumn 2011

16 and Set class up for the dance. 17 Instructions for the tamasha are Divide class into groups of six. In explained as follows: their groups, ask pupils to f nd a partner to become A and B. Move Tihai - clap and stamps. the groups in a space away from other groups. Encourage children Kathak tukra - uthapthi, to sit and listen carefully for next greeting, march, peacock, ballet. set of instructions.

Krishan vs demon - f ute, drum, demon stomp and hiss.

Bhangra extravaganza - bhangra hop, star, arms, bounce, kikalee, tying turban.

18 Sequence 1: Tihai Revision of steps. Ensure pupils are clapping and Refer to programme 1 for Clap stamp 2, 3, 4, 5… stamping in time. details Clap clap stamp, 2, 3, 4, 5… Ensure that they have enough Clap clap clap stamp 2, 3, 4, 5. space between them. Links: As children are in their groups they remain where they are. Prepare to get into uthpathi kathak pose.

19 Sequence 2: Kathak tukra Revision of steps. Refer to programme 1 for details. Refer to programme 1 for Please refer to programme 1 Aim for light, graceful, yet strong details. for detailed information on this movements. sequence. Starting pose- Uthpathi Links: Greeting A prepare for Krishan pose; B March demon pose, for next dance. Peacock spin Ballet

20 Sequence 3: Krishan vs. Demon Please refer to programme 2 for Refer to programme 2 for Revision of steps. details. details. Please refer to programme 2 for detailed information on this Keep the sequence bold with sequence. strong mudras and actions of both characters. Ensure pupils 21 Links: have enough space in the group Prepare for bhangra sequence. to dance. They all have space between Krishan vs. Demon them. A is Krishan. B is the Demon. Krishan f nds the Demon - A does playing the f ute action circling B, while B does demon stomp action. Krishan scares the Demon - A bangs the drums facing B, while B does demon hiss action. Swap characters and repeat. 15

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Dance Workshop - Autumn 2011

22 Sequence 4: Bhangra Extravaganza Refer to programme 3 and 4 for Refer to programmes 3 and 4 Revision of steps. details. for details. Kikalee - In groups children will form big circle. Holding each Aim for sequence to be energetic others hands they will spin and joyful. around. Bhangra bounce, star, arms, kikalee, tying turban. Please refer to programmes 3 Done twice. and 4 for detailed information on this sequence.

23 Tamasha Children will dance sequence Encourage the pupils to practice Are pupils moving in time? Do 1 to 4 with guidance where to and remember moves. Encourage they have space between them change dance sequence. smiles. to dance? Are they spatially Encourage children to perform aware of group dancers? 24 a) Tihai for each other. Are movements clear and bold? Replay the music sequence 25 b) kathak tukra (tracks 23 to 27) as often as you’d like – e.g. for a performance to others. 26 c) Krishan vs Demon

27 d) Bhangra extravaganza!

28 Ending Invitation to replay the music.

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Dance Workshop - Autumn 2011

Unit 2: Hip, Hop, Step

Introduction:

The ‘Hip, hop, step!’ unit has been devised to teach specif c simple ‘street dance’ steps and moves. The aim is to build the children’s conf dence with a range of moves – many of which will be familiar – enabling them to take part in a performance…whether as part of a show or at the school disco.

Taken as a whole the unit provides a ‘toolkit’ of moves which pupils will be to experiment with, creating their own street dance routines based on a realistic and achievable number of steps.

These programmes encourage plenty of aerobic exercise, promoting greater f tness health, so pupils will need plenty of energy!

The ‘Hip, hop, step!’ programmes have been written by Omar Paloma, an experienced dance practitioner and specialist teacher of American hip-hop with his own dance school called ‘idance studios’. Omar also appears in these notes modelling some of the moves. More information available at this address: www.idancestudios.com

If you would like to see some hip hop dance performance from Omar’s dance troupe go to: www.cultureshock.info

The programmes are presented by Andy Instone, a young choreographer and teacher of hip-hop. Andy directs the pupils through each of the moves with clear, steadily-paced instructions.

Each programme adopts a similar format. The programme is divided into 10 CD tracks, allowing teachers to conveniently navigate each programme and allowing sections to be simply and quickly repeated. Use Dance Workshop as f exibly as you wish: all the track positions have been carefully chosen to allow easy re-cueing of material and a full list with details of all the moves is attached within these notes for every programme. However there is a natural progression in the diff culty and complexity of routines as the unit progresses, so it is primarily intended to be used chronologically.

Each programme starts with a substantial warm up routine and ends with a cool down. The warm up varies a little but has been designed to be generic, so that it becomes familiar. They should gain greater conf dence with it each session, encouraging them to perform it in their own style.

The music used includes funk, R and B, soul, disco and hip-hop. Details of all the music used is listed as part of these notes.

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Dance Workshop - Autumn 2011

6. Funky street

Programme 6 structure: Funky street

CD2 Content Guidance Evaluation Track

29 Introduction James Brown - “Make it funky”. There is no right or wrong way to move, this should be funky and fun!

30 Warm up - solo: Dr. Dre – “The Watcher” This generic walk sequence is Encourage the children to used at the beginning of each make their movements programme. bouncy, to emulate the funky Walk forward 2 3 4 style and add their personality. Back 2 3 4 As they become more familiar Bouncing on the spot with these moves and more Walk forward 2 3 conf dent, they should develop Jump back 2 3 jump. their own style. Walk left 2 3 CLAP Keep the walks low, emphasise Walk right 2 3 CLAP. the rhythm and keeping in time to the music. OPTIONAL STOP SIGNAL Run the sequence again, if the children need more practice.

If time permits, choose the some of the funkiest dancers to perform their warm-up to the rest of the class. Get the audience to comment on who looks cool, and why they think so. Is this something they could emulate when they have a go?

The children could perform it in pairs doing a high f ve slap for the clap, walking towards to face each other, or one behind the other shadowing.

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Dance Workshop - Autumn 2011

31 Isolations: Heads & Shoulders Head turns from side to centre to The children should be Dr. Dre – side. warming up their necks “Big Egos” Shoulders lifting up and down. and shoulders through this The children should be exercise, but they should be developing their rhythm keeping the rest of their body awareness and keeping in time to completely still. Learning the music. to control individual muscle groups, only moving one specif c part of their body at a time as instructed.

32 The Slide - solo: Another move which will feature Encourage the children to get Dr. Dre – in quite a few programmes. a speed skater sliding action, “Still Dre” Sliding with bent knees side to keeping low to the ground with side with a clap. knees bent. They should try to Slow time f rst, then full speed. travel as far as possible with Then freestyle slide - changing each sliding move, transferring direction, forward and back, their weight to each side. They diagonal to diagonal. should keep in rhythm. Make sure the children are STOP SIGNAL aware of their own space and that they really stretch their [Photos 1 and 2] arms out wide as they slide. Stop the programme to practice. You could repeat the section choosing the best to perform to the rest of the class.

33 Move 1: The movement is introduced Bending knees, f ap arms up… The Bird slowly without music, so that Legs straighten, f ap arms pupils practise in real time with down. the presenter, staying on the spot, then moving When the music starts, the all round the room. move is slow to start with before it speeds up. [Photo 3] Help the children to stay in rhythm by modelling yourself, so that they achieve a strong contrast between up and down, bending at the knees and bouncing in rhythm.

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Dance Workshop - Autumn 2011

34 The Bird - pairs: Funky little beats – “Smooth STOP SIGNAL Working in partners the Drive” children practice a bird dance in pairs. They can stand facing each other, or one behind the other. Flapping in unison, or as opposites. Encourage interpretation of the music, the bird should look bouncy.

35 The Bird performance: “Smooth Drive” Clean music track There is no voice over here, so the children are free to interpret their bird moves as they wish. You may want to pause to repeat this section.

36 Move 2: The Smurf Funky little beats “Mellow Yellow” A rocking-horse movement, You may need to re-run this transferring weight from one foot sequence. An opportunity is to the other. provided to stop and have a 3 rocks forward and back and practice. then a tap. The tricky bit is the transfer of weight after the tap, where STOP SIGNAL the move restarts on the other foot. Encourage the children to [Photos 4 and 5] give the move personality, to add their own individual arm movements. Pushing and pulling, using a clap or shaking their hands. They can interpret The Smurf side to side or forward and back.

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Dance Workshop - Autumn 2011

37 The Smurf - Presenter guidance at the The children are encouraged to performance solo beginning of music track to travel. establish the rhythm. There is an opportunity to try STOP SIGNAL The Smurf in groups, or lines, or partners if you have time.

38 Cool down The cool down is deliberately If you f nd you don’t have time Kool & the Gang - “Summer very slow paced and around 2 to run the full programme, it Madness” minutes long. is advisable to skip forward The moves for the cool down to this section allowing the stretches are generic and similar children to cool down and feel in each programme. a sense of calm at the end of a very aerobic dance session. Stretch right arm up and over to This is important to prevent left side – hold for 8. injury and to ensure that heart Change sides – hold for 8. rates return to normal. Flop whole body over to the centre hold for 8. Slow roll up the spine for 8 Final stretch f ngers and arms This should look rag-doll like, above head for 8 and relax. with legs slightly bent, head towards the f oor. If you have time the class are invited to invent their own funky move and give it a cool name!

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Dance Workshop - Autumn 2011

PHOTO 1: THE SLIDE The slide should have a wide, skater-like PHOTO 2: THE SLIDE action. At the end of ‘The Slide’ feet come together with a clap.

PHOTO 3: THE BIRD Arms f ap up into a vulture like shape.

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Dance Workshop - Autumn 2011

PHOTO 4 : THE SMURF As body rocks back the arms push forwards.

PHOTO 5 : THE SMURF As body rocks forwards arms push back.

School Radio www.bbc.co.uk/schoolradio © BBC 2010 School Radio

Dance Workshop - Autumn 2011

7. Rock your body and soul

Programme 7 structure: Rock your body and soul

CD2 Content Guidance Evaluation Track

39 Introduction Marvin Gaye - “I heard it though Are pupils warmed up ready to the grapevine” dance?

40 Warm up: Funkadelic – Walk forward 2 3 4 Today’s warm up has a more “Groov-allegiance” Back 2 3 4 laid back feel, encourage the Walk right 2 3 jump children to interpret a soulful Walk left 2 3 jump style as they do the walks. Bouncing on the spot The jumps should be small and low to the ground, landing lightly. Isolations: Head right centre Left centre. Remind the children to keep Full arm circles right and left. the rest of their body still, just STOP SIGNAL moving the head or arms as instructed. 41 The slide: Roger – Slide left and clap Remind the children to keep to “I heard it through the Slow, then faster. their own space, so they don’t Grapevine” March on the spot bump into each other. Slide right and clap Sliding, changing direction. Encourage them to travel as they change direction. It’s the speed skater action, low to the ground with bent knees.

42 Move 1: Smash the plate! The move is broken down into Encourage the children to small parts without music. reach up high with both arms [Photo 6] above their head.

43 Smash the plate Encourage the children to Club Rouge – With voice over instruction. Half listen out for the plate smash “Rock me baby” time to start with: FX. Each time they hear it they Right, left, right, hold. should be smashing the plate Left, right, left, hold. on their knee. Then faster with plate smash In the 2nd faster sequence only on 4th count. the plate smash is placed to Variation: accentuate the hold on the 4th Right left, right RIGHT. beat each time. Left, right left LEFT. If some children are confused STOP SIGNAL between right and left, tell them to alternate between legs.

Dance Workshop - Autumn 2011

44 Smash the plate - Presenter voices at the opening Partners can be in unison, Pairs Performance only. or working alternately; performing one sequence each, in cannon. One partner can freeze in a pose while other dances. They can stand facing each other, side by side, or as several bigger group in lines! Encourage the children to listen for the plate smashes and to use them to keep in rhythm.

45 Move 2: Like a swimmer making a front This should look strong and The Watutsi crawl arm movement. powerful. Encourage arching Olatunji Drums of passion – Right arm over hold of the arm as it comes over “JIN-GO-LO-BA” Left arm over hold the shoulder, keeping hand in Solo Half time f rst, then faster. line. Imagine the resistance of swimming the front crawl [Photos 7 and 8] dragging through the arm through the water. This is a tricky African drum rhythm, so the children need to follow the presenter’s lead closely to keep in time. If they achieve the hold on counts 3 and 4 they will be in time. Remind them to keep knees bent so body is low to the ground.

46 The Watutsi Bending both legs, lift one foot a The powerful Watutsi march March. little way off the ground, balance, should be low and stomping Arms & Legs combined. then swap over. into the ground. The rhythm Lift right, left, right hold. for the march is exactly the same as for the front crawl, so when arms and legs are put together, they’re in unison.

47 The Watutsi Leg march combined with front Dance the Watutsi as a bigger March and Front crawl crawl. tribal dance group. Splitting together. the class into two halves, one Whole class STOP SIGNAL half grouped to face the other. Or you could try it as inner and outer circles.

48 COOL DOWN As for programme 1. It’s important that pupils Dr Dre- have a good stretch of their “The message” muscles.

Dance Workshop - Autumn 2011

PHOTO 6: SMASH THE PLATE The moment after the plate has been ‘smashed’ over the knees.

PHOTO 8: THE WATUTSI Watutsi front crawl arms.

PHOTO 7: THE WATUTSI Watutsi March with front crawl arms.

Dance Workshop - Autumn 2011

8: Disco dance

Programme 8 structure: Disco dance

CD3 Content Guidance Evaluation Track

1 Introduction The Disco programme opens with If you have access to any old Bee Gees – ‘Saturday Night Fever’. disco footage or pictures of “Staying Alive” The f rst 3 tracks are taken from dancers in disco gear show the album. them to the group before the session. If you search for images on the internet (e.g. using ‘Google images’) there are photos of John Travolta in the famous white suit!

2 Warm up: Walk right 2 3 clap Before starting, group the Whole class in a long line. Walk left 2 3 clap. class in one long line or KC & the Sunshine Band – Walk forward 2 3 clap several lines. Tell them to be “Boogie shoes” Walk back 2 3 clap. ready to move to their right March on the spot rolling arms 3 side f rst. Then everyone can times clapping on 4. perform the warm up together – just like a line of disco Walks forward and back dancers! combined with rolling arms and clap. This may be tricky choreography for some children. So run the sequence again, if they need another go, practising it f rst.

3 Isolations: Head right hold, centre hold, left Remind the group to keep the David Shire – hold. rest of their body still. “Salsation” Slow, then faster. Shoulders up and down Knees can be slightly bent Slow, then faster. during this sequence.

4 The Slide: Slide right and clap Remind them of their speed Heatwave – Left and clap. skater position, low to the “Boogie nights” f oor. Encourage a relaxed bouncy interpretation of The Slide to this music.

5 Move 1: Facing front with feet hip width The children should just The Jump apart. make a small jump and clap Solo Jump turn right, clap simultaneously, returning to Jump turn front, clap the front each time. Jump turn left, clap.

Dance Workshop - Autumn 2011

6 The jump The presenter leads the children This is a key move to the Kool & the Gang – “Get down on through the move with the following carwash routine so it”. music. ensure the group are conf dent STOP SIGNAL with this move before trying the next section. Repeat this Move 2: Imagine standing in front of a sequence if needed. The carwash scrub car, parked sideways on. Rose Royce – Reach over scrub the windscreen Encourage the children to “The car wash” Bend down low scrub right wheel show dynamics in the levels Solo Reach across and scrub left they move to, stretching high wheel for the roof or windscreen and Reach up and scrub the roof. bending down low and out to The presenter leads the group the side for the wheels. through the sequence with music. Repeat the sequence to STOP SIGNAL practice it, if required.

7 The Carwash Routine Jump right scrub the windscreen The presenter leads the group (Jump and scrub combined) Jump front scrub right wheel through the sequence. Jump left scrub left wheel. STOP SIGNAL Pause the programme and organise the class into small [Photo 9] groups, so they form a carwash team. Would they choose to wash any other parts of the car, windscreen wipers, doors, and bonnet? Encourage range and contrast of movement, high and low, reaching and stretching across for the roof and bending down low to shine the wheels.

8 Carwash performance Groups Clean music track so that pupils You could split the class in can interpret as they wish. half so they can watch each other. Ask them to comment on who they thought was most successful and why? Could they tell which bit of the car was being washed each time? Who is making the moves look Move 3: This is inspired from the John most stylish? Disco walk Travolta scene in ‘Saturday Night Fever’ when he dances in a white Encourage the children to suit. show their personality and style to strut in their walk. On the right, tap front, tap side, point your arm in the air – The pointing gesture can be freeze. using either arm, straight up Repeat on left side in the air, or out to the side, Walk in a circle for 8 counts. across their body but the arm should be straight, and it should look strong.

Dance Workshop - Autumn 2011

9 Disco walk Presenter leads the sequence Choose some of the best The Whispers throughout with music. dancers to perform to the rest “And the beat goes on.” of the class. STOP SIGNAL Practice and then repeat the [photo 10] sequence as one big class group in lines.

10 Cool down As for previous programmes but If you don’t have time to Rose Royce ending in lying down on the f oor try all the moves make sure “Wishing on a star” to relax. you skip forwards to the cool down so that pupils have an opportunity to stretch their tired muscles.

PHOTO 9: THE CARWASH SCRUB Use a low body position and stretch to scrub the right wheel.

PHOTO 10: THE DISCO WALK Tap left foot out to the side and point.

Dance Workshop - Autumn 2011

9: Hip hop step

Programme 9 structure: Hip hop step

CD3 Content Guidance Evaluation Track

11 Introduction Herbie Hancock – “Rocket”

12 Warm up Walk right 2 3 clap Encourage pupils to show their Davy DMX – Walk left 2 3 clap personality and conf dence in “One for the treble” Forward 2 3 clap their walks. They should be Back 2 3 clap very familiar with them now. Jump right right right clap Jump left left left clap After the jumps they should Bouncing on the spot for 8 land quietly with bent knees. counts.

13 Head nods Bouncing at the knees while Today’s head and shoulder Shoulder nodding the head. nods are kept in a bouncy Jonzon Crew – Up and down. style, not the usual isolations. “Space Cowboy” Then right and left. Shoulders up and down. Encourage the children to bounce hip-hop style to the The slide Sliding right and clap beat, keeping in rhythm. Left and clap. Keep low and body bent over for the slide.

14 Move 1: Two key positions are taught: Two key positions are taught: Robbie the robot! Robot Ready Robot Ready Dead Battery Dead Battery

[Photos 11 and 12] [Photos 11 and 12]

These are then practiced with These are then practiced with robotic sound fx. robotic sound fx.

STOP SIGNAL STOP SIGNAL

15 Robby Robot follow me! Presenter leads the moves with The movements should be Tyrone Brunson each body part clearly indicated jerky sharp and clean. They “The Smurf” to music and robotic sound fx. should be isolated movements Solo just involving the specif c body STOP SIGNAL part mentioned. Stop and practice the robot moves – slide feet as if on wheels.

Dance Workshop - Autumn 2011

16 Freestyle Robot Dance Clean music track for If time permits, choose the Solo interpretation strongest performers to show their Robot moves to the rest of the class.

17 Move 2: Arms down, head to the right The arm should be placed in The Penguin side, legs slightly bent, staying a half moon shape over the Arm move on the spot. head when you click, then it Swing right arm out to the side reverses down with the elbow in a half circle and up over the tucked into the waist. head, then snap your f ngers – then swing the same arm back down.

[Photos 13 and 14]

18 The Penguin This move increases in speed The children should jump at Solo then pairs throughout this section. The the same time as they snap Matthew Corbett/Mike Wilkie presenter leads it each time. (click their f ngers). “Maker Shaker” Circle up snap, down hold. Slower then faster.

19 The Penguin Adding a jump to the right. The last section is quite fast with jump. Jump up snap and may take a bit of practise, Circle down. but will suit any gifted dancers Changing sides jumping to the in the group. left, then the right. Group the children in pairs Then faster… and get them to practise the Up down up down. move. If they face each other, they can either both move the STOP SIGNAL same way. If they both move to the right at the same time, the effect will be to move apart. Let pupils decide for themselves how they want their penguin dances to be.

20 Cool down As for previous programme, If you don’t have time to try Club Rouge ending in a relaxing lying down out all the moves, make sure “Mellow Yellow” on the f oor. you skip forwards to the cool down section.

Dance Workshop - Autumn 2011

PHOTO 12: DEAD BATTERY PHOTO 11: ROBOT READY

PHOTO 13: THE PENGUIN

Dance Workshop - Autumn 2011

10: Mix it up!

Programme 10 structure: Mix it up!

CD3 Content Guidance Evaluation Track

21 Introduction Pink – “Get this party started”

22 Funk Warm up - Walk forward 2 3 4 Encourage pupils to make Dr. Dre – “The Watcher” Back 2 3 4 their movements bouncy, Bouncing on the spot to emulate the funky style Walk forward 2 3 jump back 2 3 and add their personality. jump. Encourage real performance of Walk left 2 3 CLAP this familiar sequence. Walk right 2 3 CLAP. Pupils could perform it in pairs doing a high f ve slap for the clap, walking towards to face each other, or one behind the other shadowing.

23 FUNK: The Bird Instruction reminder. The bird should look bouncy Funky little beats and fun! “Smooth Drive” STOP SIGNAL Pupils form pairs to perform their own freestyle bird dances.

24 The Bird performance Clean music track If time permits choose the Pairs best birds to perform to the rest of the group, or even to another class in the school.

25 SOUL: Smash the Plate Instruction reminder. Encourage the children to focus on the plate smash STOP SIGNAL sound fx to get the hold in the sequence.

26 Smash the plate Clean Music track with sound fx. The plate smashing should Performance look powerful and strong. Instruction reminder. DISCO – Car Wash routine

Dance Workshop - Autumn 2011

27 Car Wash Performance Clean music track The audience should be able Groups to tell which part of the car is being washed each time. The children should be using different levels.

28 HIP HOP: Reminder of sequence with fx: Movements should be sharp Robbie the Robot Robots Ready, Dead Battery and jerky. reminder.

29 Robot Dance Clean music track Encourage individuality so that Performance all the different robots look distinctive.

30 Cool down A slightly shorter cool down in Make sure you use the cool Kool & the Gang the same basic format in counts down. If you want to extend “Summer Madness” of 4. this sequence use a longer cool down from one of the previous programmes.

Dance Workshop - Autumn 2011

Discography: Unit 1 ‘Hip, hop, step!’

1 Funk The Best of James Brown James Brown NCD 3376-K-tel

Dr Dre 2001 Dr Dre 069490571-21 Instrumentals only

Kool and the Gang Funk Kool and the Gang 5449892 Collection 2 Soul Marvin Gaye 15 Greatest Hits Marvin Gaye WD72422

Funkdelic One Nation under a Funkdelic P253872 Groove The Many Faces of Roger Rogger 8122-78329-2

Olatunji Drums of Passion CK8210

3 Disco Saturday Night Fever Various Polydor 825 389- 2 Heatwave the sound of Soul Heatwave BLAT CD 11

Funk Soul Brother Various RADCD 136

Disco Fever Various RADCD 131

Steve Wright’s Sunday Love Various 560-290-2 Songs 4/5 Electrobreakdance Various TTV CD3240

Get the Party Started Pink BMG 74321 91337 2