Dance in Your Pants - Physical educationsparkpe.org/wp-content/uploads/WHAHPERD-handout1.pdfDance in...

Dance in Your Pants

Presented By:

SPARK Trainer, Courtney Sjoerdsma

The SPARK Programs 1-800-SPARK-PE

www.sparkpe.org

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ACTIvITY THe cOnGaG

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K-2

Ready• 4 cones (for boundaries)

• Music: “The Conga” (SPARK K-2 Music CD)

• Music player

Set• Create medium (20X20 paces) activity area.

• Scatter students within area.

GO!1. Introduction

• The Conga is a dance from Latin America.

2. Dance Routine

• Walk forward 3 steps: R, L, R.

• On your 4th step, slide your L foot out to the L side.

• Walk forward 3 steps: L, R, L.

• On the 4th step, slide your R foot out to the R side.

• If you Conga to a sideline, change directions and keep going.

3. Let’s try it with the music. 4. Make a Conga line

• Once we learn the dance individually, we’ll pair, then group, and eventually try to create a single-file Conga line!

5. Wrap It Up• The Conga is a folk dance. Who can name another folk dance? (Mexican Hat Dance.)

• Dancing can work up an appetite. Remember the S in SPARK stands for “Select fruits and vegetables.” Dancers and other athletes fuel their bodies with healthy foods.

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Upper-Body Too On the 4th count, throw your arms up in the air and

shout, “Whoo!”

Add 1 For Fun Can you add your own “flair” to this dance? What

can you do with your arms? Head? Shoulders?

STANDARDS ADDRESSED

DANCE

#1 Identify and demonstrate movement elements and skills in performing dance

#5 Demonstrate and understand dance in various cultures and historical periods

Your State (Write in here)

PAULA’S POINTERS• Explain/demonstrate movements

without the music, then with the music.

• Once basic movement is learned, pair students (hands on shoulder of person in front) and continue. Combine pairs to make a group of 4, then 8. Finally, the entire class in 1, long Conga line!

NOTES

GeographyFind the countries of Latin America on a world map. (Ask who knows someone who has been to 1 of the countries. What did they learn about it?)

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ACTIvITYHaWaIIan rOLLer

cOaSTer rIDeG

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K-2


• Music: “Hawaiian Roller Coaster Ride” (SPARK K-2 Music CD)

• Music player

Set• Create medium (20X20 paces) activity area.

• Pair students, then scatter them within the area.

• Have partners face one another.

GO! head1. Introduction

• The Hawaiian Roller Coaster Ride is a partner dance.

• We’ll learn and practice 1 step at a time without the music first.

2. Dance Routine

• Part 1 o Slap own thighs 2X (2 counts).

o Palms down, cross hands in front of body R over L, 2X (2 counts).

o Clap partner’s hands 2X (2 counts).

o Tap partner’s knuckles 2X (2 counts).

o Repeat Part I for a total of 4X (32 counts).

• Part 2 o Slap thighs 1X (1 count).

o Clap partner’s hands 1X (1 count).

o Repeat Part 2, for a total of 8X (16 counts).

• Part 3 o Same as Part 2, but turn with your partner in a small circle around each other. Slap while you both step to the side, and clap while stepping together.

o It goes Slap/Step Out, Clap/Step Together.

o Repeat Part 3 a total 8X, circling 2-3X.

• We'll repeat the entire dance until the song ends.

3. Let’s try it with the music.4. Wrap It Up

• Did you enjoy dancing with a partner? Does having a partner make it more fun?

• Has anyone ever danced at a wedding or special event with a partner?

Whole Class (Gradually add pairs to groups until the entire class

is performing the dance in 1 large circle.)

In Rounds In groups of 4, partners facing, partner A begins

Part I with thigh slaps and follows the original sequence; partner B begins Part I with knuckle taps and continues with thigh slaps, crisscross, and hand claps.

STANDARDS ADDRESSED

DANCE


#2 Understand choreographic principles, processes and structures

#4 Apply and demonstrate critical and creating thinking skills in dance


#7 Make connections between dance and other disciplines


PAULA’S POINTERS• For novice learners, teach as an

individual (not partner) dance the first time. Do all partner claps as solo claps in the air.

• This song has a 15 second introduction.

NOTES

Language ArtsLet’s learn a little about the Hawaiian language. The Hawaiian alphabet has just 12 letters. They are A, E, I, O, U and H, K, L, M, N, P, and W. Vowels are pronounced as in Spanish. Let’s learn the words for eye (maka), nose (ihu), mouth (waha), bellybutton (piko), belly (opu), and hand (lima).

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ACTIvITY THe MUFFIn ManG

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K-2


• Music: “The Muffin Man” (SPARK K-2 Music CD)

• Music player

Set• Create large (30X30 paces) activity area.

• Direct students to form a circle within the area.

• Choose 2 students to be inside the circle. They are the “Muffin Men.”

GO!1. Introduction

• Let’s learn The Muffin Man dance from England.

• We’ll learn and practice 1 step at a time without the music first. Then we’ll put it all together with the music.

2. Dance Routine

• When the song says:

o “Do you know the Muffin Man?” – Everyone turn R and skip (counterclockwise) around the circle except the Muffin Men, who join hands and skip inside the circle.

o “If you don’t know the Muffin Man” – Everyone face center and side-slide to the R (counterclockwise).

o “He’s always singing” – Stand and clap while the Muffin Men choose new partners, who move into the center and begin skipping together.

• We’ll repeat skipping and side-sliding, and the Muffin Men will choose new partners one more time.

• After several rounds, on the final “Yeah!” we all raise our hands and shout, “Yeah!”

3. Let’s try it with the music.4. Wrap It Up

• Which locomotor skill do you like more – skipping or a side-sliding?

• On “Go!” practice your favorite in slow motion to cool-down.

• At recess tomorrow, side-slide or skip around the basketball court (or substitute) just for fun.

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Switch Directions This time, skip to your R (point) for 8 counts; then

change direction, and side-slide L (point) 8 counts.

Opposite Directions Can everyone skip R while the Muffin Men skip L?

Can everyone skip L while the Muffin Men skip R?

STANDARDS ADDRESSED

DANCE


#3 Understand dance as a way to create and communicate meaning


#6 Make connections between dance and healthful living

#7 Make connections between dance and other disciplines


PAULA’S POINTERS• Perform the dance several times

until all have been in the center.

• Dance will end with 4 pairs in center.

NOTES

Muffins from England (English muffins) are different than American-style muffins. Instead of looking like cupcakes, they are small round breads that are cut in half and toasted. They come in white, sourdough, whole wheat, and raisin-filled varieties. Next time you buy English muffins, try the whole-wheat style – they are better for you!

PACE #1

Ready...• Music: “American Folk Dance Medley”

(SPARK 3-6 Music CD, #13)

• Music player

• Scatter Square Dance Prompt Page(SPARKfamily.org)

Set...• Use a smooth, clean surface, so students can

do steps that require getting on their backs.

• Scatter students in activity area.

GO!1. The object is to perform basic square dance steps in a

scattered formation.

2. (Teach dance steps below. Teach 3 or so at a time, andbuild their repertoire until they know all of the steps.)

3. Use the calls in any order, but call, “Hit the lonesometrail” often to mix it up, and get everyone movingaround.

4. Individual Moves •Hit the lonesome trail: Walk/strut around the dance

area.•Keep time to the music: Clap, snap, slap or move any part of your

body to the beat of the music while standing in place.•Turn 1 alone: Turn around in place.•Corral: Stop in place, stomp 1 foot, clap hands.•Lasso: Stop in place - stomp foot, circle 1 hand overhead.•Tumbleweed: Lie down, tuck knees to chest, and spin on the floor.•Snake behind “__________:” I call the name of one person. Everyone

lines up behind them with your hands on the shoulders of whoever is infront of you. Everyone is in 1 long line, like a big snake.

•Pony express: Do the step in “double-time” (twice as fast).•Cyclone: While walking, turn around 2X, and continue walking.•Circle-up all: Everyone form a circle, join hands, and walk in the circle

to R.

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CUESKeep listening for next call.

Find new partners eachtime.

Add a third to your pair ifsomeone is alone.

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GO! (continued)5. Partner Moves

•When any of these are called, quickly find a partner; anyone! •Honor your partner: Face each other, and bow.•Circle-up 2: Join hands, and skip in a circle. •Promenade: Join both hands (“skating grip”), and walk

around area.•Do sa do: With arms across your chest, face partner, walk

forward passing R shoulders. When back to back, take 1 step toR and walk backwards passing L shoulders.

•See-saw: Reverse of Do Sa Do. You will pass L shoulders on theway forward, and R shoulders on the way backward.

•Elbow turn: Hook R elbows; turn in place. Switch, and hookL elbows.

•Horse and jockey: One in front, 1 in back. Back partner’shands on front’s shoulders. Gallop together around area.

•Change jockeys: Switch front and back. •London bridge “_______” (call 2 names): Named pair forms

an arch holding hands high in the air. All the other pairs gounder the arch.

•Allemande left: With L hand, grab their L forearm, and turn acircle in place.

6. (It becomes a PACE activity when you hand over the Prompt Pageto a student to call the steps. Switch Callers on signal, or after adesignated number of calls.)

SCATTER SQUARE DANCE

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STANDARDS ADDRESSED

DANCE

#1, 2, 5, 7 Perform squaredance

#6 Cardiovascular endurance

#7 Cooperation, respect forothers

#3, 4, 6 Participates,appreciates, enjoys rhythmicmovement


Make up a Scatter HomeDancing variation. Grabsome friends, make up somefunny calls, write themdown and take turns beingthe caller. Try do sa do inand out of a door, circle-up2 with the couch, elbowturn with a broom, see-sawa chair, and promenadewith the dog. Who cancome up with the silliestcall? Remember, keep itsafe. An allemande-left withthe ceiling fan is NOT agood idea.

Add Your Own(Create some new moves for students to perform.Add some from other square dances students havelearned.)

Kid Creations Create your own new moves for individuals,partners, and groups.

TONY’S TIPS• Teach Hit-the-Lonesome-Trail first,

and then instruct 2-3 calls at atime without music.

• Start the music, and call a segment.Wait for students to respondcorrectly before calling, “Hit theLonesome Trail.”

• After several segments are learned,give calls at random, mixing andmatching as you wish.

NOTES

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DANCE

SCATTER SQUARE DANCEG

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LINE DANCE

Ready...• Music: “80’s Dance Medley” (SPARK 3-6

Music CD, #12)

• Music player

• Whomp It Up Prompt Page(SPARKfamily.org)

Set...• Create a large activity area.

• Students in large circle facing in.

GO!1. The object is to perform the line dance, Whomp It Up. In

line dances you all face the same direction and do the samesteps together. In this dance, we’ll do it in a circleformation.

2. We’ll learn and practice 1 step at a time without the musicfirst. Then we’ll put it all together with the music. (First,teach each step or sequence, then cue students to get readyto practice together by saying, “5, 6, 7, 8.”)

3. Whomp It Up•Begin at “home” with feet together.•Hustle R: step R, together, R, touch L (4 counts).•Hustle L: step L, together, L, touch R (4 counts).•Step forward R, and pump (as if you are pushing a tire

pump) (2 counts).•Step forward L, and pump (2 counts).•Step backward R, and pump (2 counts).•Step backward L, and pump (2 counts).•Jump and turn 1/4 turn to R, and knee bounce (2 counts).•Jump and turn 1/2 turn to L, and knee bounce (2 counts).•Jump and turn 1/4 turn to R 3X to face opposite

direction, and clap (4 counts).•Repeat from 1st step, facing opposite direction.

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STANDARDS ADDRESSED

DANCE

#1, 2 Perform line dance

#6 Cardiovascular fitness

#3, 4, 6 Participates,appreciates, enjoys rhythmicmovements


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Look around your garageand grab anything thatmakes noise - buckets, pots,pans, trash can lids, emptywater bottles filled withpebbles – anything. Invitesome friends, and use theobjects to make up yourown garage band. Stomp,clatter, clank, bang, pound,beat, drum – do anything tocreate sounds. Sell tickets toyour neighbors. Threatennot to stop playing untilthey buy tickets!

Easy WhompUse claps instead of jumps for first-timers.

TONY’S TIPS• Encourage students to incorporate

creative movements as theybecome proficient.

NOTES

LINE DANCE

Ready...• Music: “Rocky Top” (SPARK 3-6 Music CD,

#11)

• Music player

• Rocky Top Prompt Page (SPARKfamily.org)

Set...• Create a large activity area.

• Scatter students in area.

GO!1. The object is to perform the line dance, Rocky Top. In

line dances, you all face the same direction, and do thesame steps together.

2. We’ll learn and practice 1 step at a time without themusic first. Then we’ll put it all together with themusic. (First, teach each step or sequence, then cuestudents to get ready to practice together by saying, “5,6, 7, 8.”)

3. Rocky Top•Bounce or clap at “home” for introduction (16

counts). •Grapevine R and grapevine L. Repeat (16 counts).•Alternate R and L heel-cross-heel-“home:” heel-tap

front, toe-tap crossed in front of foot, heel-tap front,“home,” and repeat (16 counts).

•Step-together-step in a small circle to R: R, L, R,(count 1 and 2); then L, R, L (1 and 2), and repeat tocomplete 1 circle (8 counts).

•Side-slide quickly to R (4 counts); then to L (4 counts)(8 counts total).

•Repeat step-together-step R and L (8 counts).•Repeat side-slide R and L (8 counts). •Repeat from grapevine until end of song.

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CUESKeep your distance fromothers throughout the song.

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STANDARDS ADDRESSED

DANCE

#1, 2 Perform line dance

#6 Cardiovascular fitness

#3, 4, 6 Participates,appreciates, enjoys rhythmicmovements


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“Rocky Top” is Tennessee’sofficial state song. Rocky Topis also one of the three peaksof the ThunderheadMountain, located in theSmoky Mountains. Tennessee was admitted tothe union on June 1, 1796.The state bird is themockingbird, the state tree isthe yellow-poplar, and thestate flower is the iris. The 3stars on the flag representthe 3 different land forms inTennessee – mountains,highlands, and lowlands.

Double-Circle FormationComplete the dance with an inner and outercircle facing each other.

PAULA’S POINTERS• Try a large circle formation.

NOTES

Dance in Your Pants - Physical educationsparkpe.org/wp-content/uploads/WHAHPERD-handout1.pdfDance in...

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