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Time to Move Autumn 2006

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Time to Move

Autumn 2006

A series provided by the BBC at the request of the Educational Broadcasting Council for the United Kingdom Age: 6-8 These programmes are available to order (for UK schools only) on pre-recorded CDs or cassette from: BBC Schools’ Broadcast Recordings Tel: 08701 272 272 Monday to Friday 0800 to 1800 Or visit www.bbc.co.uk/schoolradio/howtoorder.shtml for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand.

www.bbc.co.uk/schoolradio

© This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further

permission.

http://www.bbc.co.uk/schoolradio/howtoorder.shtml

http://www.bbc.co.uk/schoolradio

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Time to Move

Autumn 2006 These programmes are available as audio on demand from the School Radio website. Refer to dates below to find out when each one is available. Introduction 3 Unit 1: Powerful machines 5 1 At home 5 AOD 20/09/2006 – 26/09/2006 2 On the building site 8 AOD 27/09/2006 – 03/10/2006 3 On the road 10 AOD 04/10/2006 – 10/10/2006 Unit 2: Creation 12 4 Sky world 12 AOD 11/10/2006 – 17/10/2006 5 Water world 14 AOD 18/10/2006 – 25/10/2006 6 Earth world 16 AOD 01/11/2006 – 07/11/2006 Unit 3: The Nutcracker 19 7 The Christmas Tree 19 AOD 08/11/2006 – 14/11/2006 8 Clara’s dream 22 AOD 15/11/2006 – 21/11/2006 9 The Land of Sweets 25 AOD 22/11/2006 – 28/11/2006 10 Performance 28 AOD 29/11/2006 – 05/12/2006

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Introduction:

Using Time to Move: Time to Move needs plenty of space. The hall or a cleared and swept classroom or similar large space is ideal. Use the best equipment that the school has to offer for playback. Check that the loudspeaker is facing the children to ensure the best possible listening environment. Make sure the children dance in gym shoes or bare feet. Bare feet give a good sense of contact with the floor, if your floor is safe. The children should be in PE kit to allow easy movement and to ensure that they do not become too hot. Encourage the children to listen carefully right from the start – not just to the presenter but also to the music. Teaching points: Some tips to help you get the best out of these programmes…

• Always encourage careful listening • Reinforce the importance of safety – e.g. awareness of others to avoid

collisions, spacing, sensible landings (with the whole foot, flexing as it comes down and knees bending).

• Help the children to observe each other’s movement in a positive light and to learn from their observations.

• Give the children a sense of your own enthusiasm. Using these programmes from CD: These programmes are available to UK schools on pre-recorded CDs (at cost price). It’s simple to mediate the use of the programmes by pausing the CD as directed during the programmes and when you wish to do so yourself. To do this always use the ‘pause’ button and not the ‘stop’ button (because the ‘stop’ button will return the CD to the very beginning). When you’re ready to resume either press ‘play’ or press ‘pause’ again to cancel it (individual CD players vary). Time to Move and the National Curriculum: Dance makes a distinctive contribution to the education of all pupils, in that it uses the most fundamental mode of human expression – movement. Through its use of non-verbal communication, pupils are able to participate in a way that differs from any other area of learning. It provides aesthetic and cultural education, opportunities for personal expression, and it also introduces students to a wealth of traditional, social and theatrical forms. In a broad and balanced curriculum, this important area of human experience should not be neglected. (Dance in the School Curriculum, a paper by the National Dance Teacher’s Association and others)

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Dance is acknowledged as a vital ingredient of a child’s education in the National Curriculum. The Expressive Arts documents for Scotland and Northern Ireland encourage teachers to develop dance as part of the Arts and PE curriculum. There is an emphasis on performance and clear indications that dance should be taught in both a creative and a cultural context. The children should be taught to:

• develop control, coordination, balance, poise and elevation in the basic actions of travelling, jumping, turning, gesture and stillness

• perform movements or patterns, including some from existing dance traditions

• explore moods and feelings and to develop their response to music through dances, by using rhythmic responses and contrasts of speed, shape, direction and travel.

Using these Teacher’s Notes: These Teacher’s Notes include a detailed content grid for each programme. The content grids include the following information:

• CD track / time. Noted in the left hand column is the time in minutes and seconds within each track, each track number is also noted. These are important mainly to know when to stop the track, or if you wanted to replay a piece of music or instruction. The teacher’s notes are therefore in chronological order and lead you through each programme. Each programme in a unit builds on the previous one.

• Lesson content. This is the description of the movement sequence. • Teacher guidance. This is intended to offer advice on how to get the

class to get the best out of the content. • Evaluation. This is usually a series of questions indicating what to look

for to assess the level of the children’s contribution. Feedback Feedback is vital to the series and is always welcome. Please visit the ‘Contact us’ page of the School Radio website at: www.bbc.co.uk/schoolradio/contact.shtml Or you can write to us at: Time to Move Room 340 Henry Wood House 3 & 6 Langham Place London W1A 1AA We look forward to hearing from you.

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Unit 1: Powerful machines. 1. At home

CD track / time

Lesson content Teacher guidance Evaluation

CD1 Track 1

0.00 - 1.37

Track 2 0.00 - 0.40

Warm up Based on moving like a

robot.

Encourage pupils to move with fun robotic, jerky

movements. Head, arms, feet then walking around

the space. Repeat.

Do the pupils use strong, jerky movements?

Track 2 0.40 – 1.19

Based on moving like three different types of

machines in the home.

Pupils listen to the sound of a vacuum cleaner, a

hairdryer and a food mixer.

Track 2 1.19 - 4.55

Track 3

0.00 - 0.35

Track 4 0.00 – 1.01

Movements linked with a vacuum cleaner.

Stepping and reaching.

Mirror movements with

a partner.

Pupils stand, hold handle out in front, to the music

three steps forwards, three steps backwards. Look for clarity in their body shape. Next they travel in different directions, reaching all the

corners of a rug with strong sweeping, reaching

movements. Then with the vacuum hose they reach up tall, stretch out in front and reach down low. Pupils find a partner and stand facing

them in a space; pupils decide who will lead and

who will copy. (Give pupils pre-prepared partners if

your class need it.) Repeat movements copying each

other.

Do the pupils move in different directions, with

strong sweeping, reaching

movements?

Do the pupils show a good

change of level in their stretching

high movements?

Can they follow their partner’s movements accurately?

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CD track /

time


CD1 Track 4

1.01 - 2.21

Track 5 0.00 - 2.21

Track 6 0.00 – 1.40

Movements linked with a hairdryer.

Pupils working in pairs. Pushing palm together

and turning and running away.

For the next sequence you need one big class

circle, (pause the programme)

Listen to the next household machine. Pupils stand

opposite each other in pairs with a small gap in

between. They gently push the palms of their hands against their partner’s.

Pupils carefully lean the top half of their body slightly in towards each other, pushing

a little bit harder to hold that position. Check that the children understand this. On hairdryer sound they should “push away” and turn away with small, quick running steps. Then walk back and join hands

again. Repeat to the music. Pupils try again but include

swirling and twisting, movements in all different directions, using their arms to make crazy patterns in

the air.

Can the pupils hold a good

balance at the start of the sequence?

Do the pupils use the right amount of “push” when moving away to

keep their movements smooth and

strong? Do the pupils show a good

range of twisting movement,

changing the height in some

cases? Do the pupils

repeat the sequence

successfully?

Track 7 0.00 - 2.08

Track 8 0.00 - 1.20

Track 9 0.00 – 1.05

Movements linked with a food mixer

Chopping

In large class circle, pupils take three steps

inwards, chop, then outwards and chop.

Mixing

Pupils are going to be one large mixer, they should hold hands as

they move around your circle.

Listen to the sounds of the food mixer.

Chopping

Once in the middle pupils stop and stamp their feet making sharp chopping movements with their

hands.

Then repeat this going backwards, 1, 2, 3, stop,

stamp and chop. Count the rhythm together with

younger children if required.

Mixing Pupils take seven steps

forwards clockwise, then turn and take another seven

steps back again. Then three steps forwards and turn and three back. They should be back where they started. Encourage children to stay together and count

out loud if it helps.

Do the pupils successfully stay

as one large group throughout this sequence?

Do the children

step in time with each other?

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CD track /

time


CD1 Track 9

1.05 - 1.17

Track 10 0.00 – 1.09

Cool down We need to look after our machines to keep them in good working

order.

Keeping your back straight, pupils slowly stretch their

legs out in front. Slowly and smoothly circle your

shoulders and lift each foot slowly off the floor to circle

your feet at the ankles. Watch carefully for full

movement

Do the children keep control of

their warm down movements?

Additional resources: Show the children pictures of a vacuum cleaner, a hairdryer and a food mixer. Click on the links below to display online images: A vacuum cleaner - http://static.flickr.com/42/83165635_b5482d9e32.jpg A hair dryer - http://www.positivenation.co.uk/issue113/pics/p100-Hairdryer.jpg A food mixer - http://images-eu.amazon.com/images/P/B0000C05JV.01.LZZZZZZZ.jpg

http://static.flickr.com/42/83165635_b5482d9e32.jpg

http://www.positivenation.co.uk/issue113/pics/p100-Hairdryer.jpg

http://images-eu.amazon.com/images/P/B0000C05JV.01.LZZZZZZZ.jpg

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Unit 1: Powerful machines. 2. On the building site

CD track / time


CD1 Track 11

0.00 – 2.56


robot.

Encourage pupils to move with bent arms and tense

muscles to show how strong they are. Pupils should

travel through the space sliding their feet across the

floor, like a robot.

Do the pupils use strong powerful movements?

Do the pupils use

sudden, jerky steps?

Track 11 2.56 - 2.57

Track 12

0.00 - 2.25

Track 13 0.00 - 1.26

Track 14 0.00 - 1.54

Earth mover/digger Pupils to move like a big powerful machine that trundles along on enormous caterpillar

tracks. The digger has an alarm when

travelling backwards.

Pupils to move their arms as if lowering and scooping with a huge

metal shovel.

Travelling through the space pupils put all these movements

together.

Pupils clench their fists and hold them in front and as

they travel forwards roll one fist over the other.

Encourage the children to walk with small, juddering

steps, as if going over rough ground.

Repeat, but this time going backwards. Ensure all the children have noted the

reverse siren sound as they move backwards, reversing their movements this time.

Pupils should hold both

arms out in front. Ensure that they have their palm up so they can see them.

Pupils to step one food back as they bend the top of their bodies downwards,

hold, then scoop, lift and tip out. Pause the programme

to practise.

Pupils must listen to the music carefully at this point to know when to travel and

when to stop and scoop.

Do the children keep the strong

tight fists?

Do they walk with juddering

movements?

Do the children reverse both their

arm and feet movements when going backwards?

Can the children

hold a steady balance at the start of this sequence?

Do the children keep all their movements

juddering and jerky?

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CD track /

time


CD1 Track 15

0.00 - 2.30

Track 16 0.00 - 1.29

Track 17

0.00 - 0.33

Track 18 (0.00 -1.36

A giant lifting crane. Pupils stand up very tall

and straight.

As the crane lifts and lowers the heavy loads pupils should bend their knees to move up and

down.

Then pupils to work with a partner.

Standing tall and stretching both arms out straight in front, with hands clasped together, pupils should

practice carefully swinging their arms round to each

side, keeping their feet still.

Encourage the pupils to hold their balance when they

bend their knees to lower and lift their upper bodies.

Then with a partner (pre- arrange if required) pupils stand next to each other and try to move together.

At the end of this sequence pairs should find another

pair and sit down.

Do the children keep a firm base

when twisting their upper

bodies?

Do the pupils hold and balance in

their crane position through the sequence?

Do the pupils

coordinate their movements?

Track 18 1.36 - 2.54

Track 19

0.00 - 1.33

Track 20 0.00 - 1.04

Cement mixer Pupils should hold

hands in their groups making a circle. Then

move around in a circle together.

Finally pupils move

independently within their groups in their own cement mixer

dance.

Pupils face in a clockwise direction and take seven

clockwise steps around the circle, stop, turn and take seven back to where they

started.

Then repeat with seven steps again followed by

three steps in both directions. Encourage pupils

to listen carefully to the counting on the recording.

Pause the programme.

Pupils should twist and turn their bodies and arms.

Remind the children to stay in their groups but work

alone.

Do the pupils move together in

a coordinated way?

Do the pupils think of any

original ideas of how to move?

Track 20 1.04 - 2.12

Cool down Pupils should relax to

warm down.

Sitting backs straight, legs out in front. Gently circle your shoulders both ways. Stretch arms up high and

stretch your fingers.

Do the children extend their

bodies in a fully stretched position?

A digger - http://www.n2finglasashbourne.ie/web_plant/cat_32b_digger.jpg

Cement mixer - http://www.kenttractors.com/Album%201/Cement%20mixer.JPG

http://www.n2finglasashbourne.ie/web_plant/cat_32b_digger.jpg

http://www.kenttractors.com/Album%201/Cement%20mixer.JPG

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Unit 1: Powerful machine. 3. On the road

CD track / time


Track 21 0.00 – 1.10


robot.

Encourage pupils to move with their whole body,

arms, legs and head. Pupils should walk and glide like a

robot, quick, jerky movements.

Do the pupils use strong powerful movements?

Track 21 1.10 – 4.18

Track 22

0.00 – 0.52

Track 23 0.00 – 0.25

Track 24

0.00 – 0.57

Road drill Pupils move like the

powerful machine that digs up the road.

Juddering and shaking their bodies.

Pupils stand tall and straight, arms tucked in.

They stay on the spot and when the music plays

judder and shake. Pupils freeze when the music

stops.

Then they jump to the next place with small bouncy

jumps, bending their knees on landing.

Pupils find a partner. One should jump and shudder

while the other freezes very tall and straight.

You could pause the

programme here to show some of the best moves.

Do the pupils hold a firm body

position during these

movements?

Do the pupils bend their knees safely on landing?

Track 25 0.00 – 2.01

Track 26

0.00 – 2.13

Road roller Pupils move like a huge

machine with metal rollers at the front and back, like a huge rolling

pin.

Pupils sit down with clenched fists in front of their chests. Rolling their

hands over each other in a “roly-poly” style.

Then pupils stand up and

slide their feet forwards in a straight line, with slow

gliding steps. Then on the alarm sound slide

backwards.

Pupils find a partner so pause programme to do

that.

Do the pupils move smoothly,

both forwards and backwards, in this

sequence?

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CD track /

time


Track 27 0.00 – 3.16

Track 28

0.00 – 2.04

Track 29 0.00 – 1.42

Bin lorry Pupils to imagine pushing a heavy

wheelie bin towards a big bin lorry. Then

being the bin itself and being lifted and

lowered. Then finally the lorry’s huge metal crushers crushing their

load.

After pushing the bin up to the lorry, pupils now imagine they are the

wheelie bin. Partners hold each others outstretched

arms. To the music, lowering their whole bodies then raising them again.

Then pupils tip their bodies to the side and finally shake

their whole bodies, like trying to get the rubbish

out. Pupils repeat crouching, lifting, tilting and

shaking movements as individuals.

Pupils imagine they are the rubbish being crushed, they

slowly make themselves into the strangest crushed shape that they can. The

teacher should point out the good shapes and pupils

encouraged to look around at this point. Finally pupils

imagine they are putting the wheelie bin back.

Have the pupils indicated by their movements how

heavy it is?

Can the pupils work together to

hold a steady position

throughout this sequence?

Do the pupils

twist and bend into a strange twisted shape?

Track 30 0.00 – 1.21

Cool down Pupils should relax to

cool down.

Sitting down, backs straight, legs out in front, pupils slowly circle their

shoulders, lifting each foot and circling it, in the air. Pupils tense their muscles

really tight, hold the position and then relax.

Do they hold their final positions?

Resources: Road drill - http://static.flickr.com/42/97877454_77c0947aec.jpg

Road roller - http://www.changlin.com.cn/changlin/gallery3/YZ12_0338.jpg

Bin lorry - http://www.chorley.gov.uk/upload/public/docimages/4/rcvmeadway.jpg

http://static.flickr.com/42/97877454_77c0947aec.jpg

http://www.changlin.com.cn/changlin/gallery3/YZ12_0338.jpg

http://www.chorley.gov.uk/upload/public/docimages/4/rcvmeadway.jpg

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Unit 2: Creation. 4. Sky world

CD track / time


CD2 Track 1

0.00 – 3.38

Warm up Lesson based on a

mythical story of an imaginary journey of creation, from Egypt

Pupils stand on the spot, breathing calmly in and out. When the music plays pupils move around the room like the wind. Pupils develop the sequence further by moving at different levels, whirling

and swirling, and using their hands to make swirling

shapes. Pupils find a partner and sit down.

Do the children move with gentle

flowing movements?

Track 2 0.00 – 0.49

Track 3

0.00 – 0.52

Track 4 0.00 – 1.05

Track 5

0.00 – 0.34

Track 6 0.00 – 1.08

Sun and Moon “In the beginning

before the world was made, there was a

being God who ruled over all the darkness, called Ra. Ra looked

into the deep blackness that covered everything and decided he would make “the sky world.” Into the darkness, Ra threw two large balls. First a warm golden

ball to shine light in the day- he called this, the Sun. Next he threw a

glistening silver ball, to shine its beams at

night – he called this, the Moon.”

Partners make energetic, powerful movements for the

sun rising in the sky in a salsa style. Pupils have to decide who will go first. First person stands and

claps as the other person dances around them. Then

pupils to swap over as directed. Pause the

programme to have another go.

This time partners make slow, jazzy movements for the moon setting in the sky in a cool, slow salsa style. First person stands and

clicks their fingers as the other person dances slowly around them. Then pupils to

swap over. Pause the programme to

have another go. Partners sit down.

Do the children dance with lots of

energy?

Do the children swing their hips, arms and body?

Are the pupils’

slow movements completed with

“attitude”?

Track 7 0.00 – 3.01

Track 8

0.00 – 0.57

Wind and Clouds “As the days passed, the giant globe called the sun made the sky

world hotter and hotter, so Ra blew

gently and his breath formed a cooling

breeze. Then he blew harder with a huge big

puff and the clouds were formed. And so it was that the sky world

became”

Standing one behind the other in pairs pupils sway

like a gentle breeze, then a powerful, strong, gusty wind. Pupils travel close

together, trying to “follow my leader”.

Pupils then travel backwards in either zigzag or wavy

lines and end by making a cloud shape together. Either a wide, cumulus cloud or a

spiky, cirrus cloud.

Did the children vary their

movements for the two types of

wind?

Did the children use their arms,

hands and fingers as part of the

sequence?

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CD track /

time


CD2 Track 8

0.57 – 2.20

Track 9 0.00 – 3.43

Track 10

0.00 – 1.11

Eagles and Humming birds

“Ra looked into the sky world he had made and thought the sky looked

lonely with no living thing in it. So he made his first flying creature, a bird which he named

and eagle. The eagle flew off throughout the sky

world, soaring up high and swooping down

low, enjoying its freedom. [It had the

whole sky to itself and it called out for joy.]

The eagle was the first of many flying

creatures that Ra made.”

Pupils stretch out their wings and move smoothly and gracefully through the

space like an eagle, changing speed. Sometimes

on tiptoe soaring high or bending and swooping low.

Pupils stretch out their wings and dart and hover through the space like a

humming bird, darting from flower to flower. Zigzag

about taking small, nimble, jumpy steps then “hover” to

the music.

Do the pupils change direction

in time to the music?

Do the pupils vary their movements through the two

sequences?

Track 10 1.11 – 2.15

Cool down Lie down on the floor; stretch your arms out above your head. Tense and then relax their muscles, breath in, hold and breathe out.

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Unit 2: Creation. 5. Water world

CD track / time


CD2 Track 11

0.00 – 1.39

Warm up Lesson based on an

Egyptian mythical story about creation.

Ra has created the sky world, he now creates water

world. Pupils start by travelling

through the space with light gentle tiptoe steps.

Track 11 0.00 – 2.40

Track 12

0.00 – 2.18

Track 13 0.00 – 1.11

Rain and Thunder “Ra looked into the sky world, he saw the huge round burning sun. The world he had made was

very dry. So he blew his hot breath into the

clouds and soon moisture was formed. The clouds became

heavier and darker, and soon gentle raindrops

began to fall. It began to rain harder and before long the sky

world echoed with thunder and lightening bolts lit up the sky.”

Pupils find a partner. One stays on the spot and

makes rippling raindrop patterns with their fingers. The other tiptoes around their partner with gentle

steps, swishing their arms from side to side. Then

swap over.

Pupils to travel together, stomping and jumping as instructed, and bending their knees on landing.

Pairs join together to make

a four.

Do the pupils vary the height of their

hands?

Are their steps light and gentle?

Did the pupils use strong powerful movements?

Track 14 0.00 - 1.26

Track 15

0.00 – 1.09

Track 16 0.00 – 2.02

Rivers and torrents. “The raindrops got bigger and bigger,

falling down from the sky world in torrents to form rivers, waterfalls and lakes. There were such huge floods of water that the lakes

and rivers overflowed. And as Ra blew gently over the floods and the

torrents, his breath made gentle waves appear. The waves

rippled and rolled, in and out, back and

forth, forming oceans and seas. And so it was

that the water world became.”

Groups stand in a line one behind the other and choose a leader. Pupils hold hands and send a ripple through their arms along the line.

One pupil lifts their arm up and then the next person

starts as they feel their arm move.

Pause the programme to

practice.

Pupils make their movements stronger and

include their whole bodies in their ripple sequence as the river turns into a torrent.

Do the pupils move in sequence to form a wave

shape?

Do the pupils keep their balance?

15


CD track /

time


CD2 Track 16

2.02 – 3.00

Track 17 0.00 – 1.52

Track 18

0.00 – 1.32

Track 19 0.00 – 1.55

Track 20

0.00 – 1.13

Shoal of fish and Shark

“Ra looked down at the sea he had made,

which glinted a deep, cobalt blue in the rays

of the sun, and he thought how beautiful it was. But somehow it seemed very empty. So

he made a second creature – a fish that could swim. The silver fish darted in and out of the waves splashing for joy, and swam deep down to the bottom of the ocean. The fish was

the first of many swimming creatures Ra

made.”

Choose a new leader for each group, stand up. Pupils travel through the spaces, following each other and

staying together, darting in different directions. Pupils

wiggle their arms too.

Each group is to be one shark, choose who will be

what part. One pupil for the jaws, at the front, one the

tail at the back, and two the fins one on each side. The

group moves in a slow, swishing, curving and scary

way.

The teacher sorts the groups into two big groups, one set to be sharks and one set to be a shoal of

fish. Pause the programme to arrange.

Sequence of sharks and shoals as above to the

music. Groups swap over. Pause the programme to

arrange and to show performances.

Do the groups stay close

together as they travelled?

Does the front

person use their arms to “snap”

together?

Do the groups have distinct and

different movements in the

last sequence?

Track 20 1.13 – 2.21

Cool down Pupils sit in a space, close their eyes and reach their

arms forwards and down to their sides.

16


Unit 2: Creation. 6. Earth world

CD track / time


CD2 Track 21

0.00 – 1.13

Warm up Lesson based on an

Egyptian mythical story about creation.

Ra has created the Sky world and Water world. He now creates Earth world.

Pupils stretch high, reach forwards then sit down. Pupils find a partner.

Track 22 0.00 – 1.46

Track 23

0.00 – 1.42

Track 24 0.00 – 1.04

Mountains “Ra looked up at the sky and down at the water and decided he would make one more world to sit between

the sky and the water. He would make the

earth. So he blew with all his breath and

created a huge storm and because he was so strong, tiny specks of dust began to form.

The dust was blown all around the sky and the water worlds and soon

small pebbles appeared. As the wind became stronger, the pebbles landed on top of each other, forming

rocks in wonderful, jagged shapes. The

rocks grew into huge hills and high

mountains. And so land was created.”

Partners make a hill or a mountain shape together. Huge and rounded or tall, rocky, spiky and jagged. Pupils should think about

what shapes they are making as they curve or

stretch their bodies. Pupils freeze and hold their

shapes.

Partners now travel together, as if moving

across a landscape, showing by their movements if it is

rocky and jagged, or smooth a hilly.

Partners find another pair to

make a group of four. Groups make a hill or a

mountain shape together as above.

Pause the programme so that children can show their

work to each other.

Groups sit down in a circle facing each other and listen.

Do the pupils vary the height of their

bodies?

Do the pupils work together as

a pair?

17


CD track /

time


CD2 Track 25

0.00 – 1.08

Track 26 0.00 – 1.55

Track 27

o.00 – 0.52

Plants “Ra looked at the earth and saw it was rocky

and barren, and without any life. So he scattered seeds on the wind, and soon green

plants and flowers sprang up, helped by the gentle rains he made to fall. Before long, the earth was

completely transformed. On it

there were lakes and rivers, plants and

forests, birds and fish.”

Groups decide what kind of plants to be; a small forest of tall trees, wild flowers in a meadow or corn swaying

in the breeze. From a sitting position in their circle,

pupils gradually stretch their fingers, arms and bodies up higher and higher in slow

motion to the music.

Then children gently grow and sway according to their plant. A tree has branches

that shiver and shake in the wind. Corn sways from side

to side together. Flowers bend and move in different

directions.

Is the movement fluid and smooth from sitting to

standing?

Do the pupils show control in their swaying movements?

Track 27 0.52 – 1.54

Track 28

0.00 – 3.22

Track 29 0.00 – 1.13

Creeping, scuttling and plodding

creatures “Ra looked down on everything he had

made and he thought the earth was lonely with no living animal

on it. So he created all sorts of different

creatures: snakes that slithered, spiders that

scuttled and huge heavy elephants that

plodded.”

Pupils choose a crocodile, snake or snail. With a body position low to the ground they creep carefully and slowly across the floor.

Pupils choose a crab, lizard or a spider. Pupils scuttle in zigzag or wavy pathways

through the space.

Pupils choose an elephant, rhinoceros or a

hippopotamus. With a wide, solid body position, arms

and shoulders in a big rounded shape, slowly lift their legs and feet up and

down and plod.

Pupils sit in a big class circle and listen.

Do the pupils keep their body position low to the ground?

Do the pupils

travel in zigzag or wavy pathways?

Do the pupils use heavy plodding

feet?

18


CD track /

time


CD2 Track 29

1.13 – 3.04

Track 30 0.00 – 1.09

Class Finale / Globe “Finally, Ra moulded all three worlds together in his hands into one huge ball. He threw it

up high into space, and the enormous globe

spun round and round and round.

The Sky world, the

Water world and the Earth world all became

mixed together into one giant globe. And some parts were hot,

where the sun shone all day, and other parts were cold. The seas

and the oceans overflowed separating parts of the land from

each other and different countries were formed. And so it was

that Ra made the universe.”

The whole class perform a creation dance choosing

their favourite Sky, Water or Earth movements from one of the three worlds.

Stand up in a big class

circle. Pupils turn and spiral away when the music

starts.

Movements to choose could be the eagle from the Sky

world, the rocks and mountains from the Earth world or even the rivers,

torrents or a shark from the Water world.

Are the different movements

chosen clear and distinguishable?

Track 30 1.09 – 2.53

Cool down Pupils lie down and close their eyes, resting their arms and let their whole

bodies relax.

Can the children think of each

world?

19


Unit 3: The Nutcracker. 7. The Christmas Tree

CD track /

time


CD3 Track 1

0.00 – 2.04

Warm up This fairy tale – ‘The Nutcracker’ - tells the

story of a magical ballet; it is performed

at Christmas time.

The music is by the composer Tchaikovsky.

It is Christmas Eve. Pupils find a space of their own

then skip around the room to warm up with high

knees, lightly and quietly. Find a partner and sit down.

Do the pupils use quiet footsteps in

their warm up sequence?

Track 2 0.0– 0.47

Track 3 0.0 – 0.34

Track 4 0.0 – 1.08

Track 5 0.00 – 2.48

Christmas Tree ‘One upon a time, long ago in a small town in Germany, there was a young girl called Clara. It was Christmas Eve

and Clara and her brother Fritz were

getting ready for a big family party. They couldn’t wait to

decorate the enormous Christmas Tree, which stood tall and proud in the centre of the room.’

Pupils dance with a

partner to begin with, then in groups of four.

Pupils stand up with their partner, one Fritz and one Clara. To the music they

pretend that they are decorating the Christmas

tree. Bending low and walking around the tree,

and reaching high to decorate the branches.

Pupils pause and look at the tree, it looks magical. They

celebrate by marching around the tree with their partner, swing their arms

and lifting their knees high.

Then pairs join with another pair to make a four or five.

Pause programme to organise this.

Holding hands in a circle they march clockwise for eight steps one way then turn and skip back to the start. Pupils listen for the counts on the programme.

Then pupils repeat the movements in their circles, but this time not holding

hands. Pause the programme to practise.

Then pupils sit in a space of

their own to listen.

Do the pupils bend low to take

things out of boxes?

Can pupils march in time with each

other?

Do the pupils stay together in their

circles?

20


CD track /

time

Lesson content Teacher guidance Assessment

Track 6 0.00 – 2.53

Wooden Doll / Toy Soldier

‘Clara and Fritz couldn’t wait to open their

presents from their Godfather –

Drosselmeyer. Their Godfather was a

wonderful toy maker, and some said he was also a magician. As

soon as he arrived, all the party children ran

up to him in excitement. He brought in an enormous golden box and a heavy sack of presents. Inside the

box was a giant clockwork Doll. He

turned the key as if by magic, the doll began to dance, on top of the

box all by itself!”

Pupils dance as if a wooden doll or a

soldier.

Pretending they are a giant doll or toy soldier on top of a box. Movements should

be like clockwork, arms and legs jerky and stiff. Pupils should flop over to begin the sequence. When they

hear the clockwork key they should come up slowly from

the waist.

Then children travel around the space; movements

should still be very “clockwork”.


show performances.

Do the pupils stay in one place as if

on a box?

Are pupils’ movements jerky

and stiff?

Track 7 0.00 – 1.36

Track 8 0.00 – 2.37

Track 9 0.00 – 1.33

Clara / Nutcracker Doll

‘Everyone at the party thought the clockwork doll was wonderful.

Godfather Drosselmeyer dug down deep into his

sack of presents and gave Clara and unusual Nutcracker doll. It was made of wood and it looked just like a tiny

wooden soldier all dressed in uniform. Clara thought it was

the most special Christmas present she’d ever had.’

Pupils dance as Clara or the Nutcracker doll. Individual and partner work is included in this

section.

Split the class into two. One half to be Clara and one half to be the Nutcracker

doll.

Pupils who are the doll freeze and stand to

attention like a statue. Pupils who are Clara skip in and out of the statues in

admiration. First pupils take it in turn to dance, and then

they dance together. Pause the programme to

show some performances.

Then pupils to find their partners again and hold

hands together with their arms crossed in front of

them. Pupils are extremely happy; they show this

emotion by either swinging their partner around or

skipping around the room.

Do the pupils hold a firm, still

position when required?

Do the pupils use strong, high knee

lifts in their skipping

movements?

21


CD Track /

time


Track 10 0.00 – 1.22

Cool down ‘As soon as the

celebrations were over and the presents were put away, all the party

guests went home. Clara put her wonderful new Nutcracker doll to

bed. It wasn’t long before she too fell fast asleep and soon she

began to have an amazing dream, full of

winter magic!’

At the end of this sequence pupils should walk slowly to a space of their own, then lie down and listen to the

last part of the story.

Can the children discuss the different

movements they have used today

following the lesson?

22


Unit 3: The Nutcracker. 8. Clara’s dream

CD Track /

time


CD3 Track 11

0.00 – 0.53

Warm up This fairy tale - The

Nutcracker - tells the story of a magical

ballet; it is performed at Christmas time.

The music is by Tchaikovsky. Pupils should

lie down on the floor to listen, ready to continue

with the story.

Track 11 0.53 - 3.16

Track 12 0.0 – 1.31

Mice

‘Suddenly Clara woke up, she realised she

didn’t have her precious Nutcracker doll. So she crept

downstairs. She picked up her doll and was so

tired that she fell asleep by the fire with the Nutcracker in her arms. Immediately,

Clara began to dream. Suddenly she heard a scrabbling sound, she looked up and saw a group of mice coming towards her, the mice seemed to be getting larger and larger.”

Pupils dance as if they are mice, curling up

small then growing tall.

Pupils start as individuals curled up small on the floor,

then up onto knees, uncurling and making

themselves tall. Then pupils freeze on the clock chimes.

Repeat this sequence with a partner, facing each other,

mirroring each others’ movements. Teacher makes sure pupils have chosen a

leader.

Pairs join with another pair to make a four. They sit

down and listen.

Do the children uncurl smoothly

and slowly?

Do the pupils work together in

their mirror movements?

23


CD track /

time


CD 3 Track 13

0.00 –1.14

Track 14 0.00 – 2.51

Track 15 0.00 – 2.09

Toy Soldiers and Mice

‘Just as the clock struck 12, the

Christmas tree began to grow bigger and bigger and bigger.

Clara couldn’t believe her eyes. Then from every corner of the

room, more and more mice started to appear. They had grown into a giant mouse army led by a Mouse King. From the other side of the

room Fritz’s toy soldiers began to move

all by themselves marching up and down and beating drums and

blowing whistles. Before Clara knew what

was happening, the Nutcracker doll sprang to life and jumped right of her arms to lead the toy soldiers. The mice and the soldiers were getting ready for a

battle.’

Pupils are going to be the toy soldiers and the

mouse army.

Standing in groups of four, in a straight line one in

front of the other. Pause the programme to organise this. Movements should be jerky and arms and legs

stiff. Pupils listen for instructions from the

Nutcracker to stand to attention, feet apart at ease

and marching in a circle. Pause the programme to


Then in their fours pupils to arrange themselves into two pairs, one pair standing in

front of the other pair. Pupils listen for instructions

from the Mouse King to scurry forwards, holding ‘paws’ high, lifting their

knees up and then freezing.[Pause recording to

show performances a/r.]

Then children sit down and listen.

Do the pupils only bend their arms and legs like a hinge at the

elbow and knee?

Did the pupils hold their fingers tightly together as

if in a glove?

Did the pupils use small scurrying

steps?

Track 16 0.00 – 0.45

Track 17 0.00 – 1.44

The Battle ‘Clara watched amazed

as the Mouse King ordered his mouse

army to fight the toy soldiers. From every

direction small groups of mice came

scurrying, trying to surround the soldiers.

Before Clara knew what was happening her precious Nutcracker was attacked by the

Giant Mouse King. She had to do something –

but what?

Pupils act out the battle. They stay in their groups of

four. Half will be toy soldiers, half the mouse

army. Pause the programme to organise the

groups.

‘Soldiers’ change direction and ‘mice’ scurry away. Freeze at the end. Pause the programme to show

some performances.

All pupils sit down and listen.

Do the ‘toy soldiers’ march

stiffly?

Do the ‘mice’ scurry in different

directions?

Do the ‘mice’ stay together as a

group?

24


CD track /

time


CD 3 Track 18

0.00 – 1.37

Track 19 0.00 – 0.56

The Land of Snow ‘The battle was full of noise and drums and smoke and shouting. Clara felt frightened. Suddenly she had an idea: she took off her slipper and threw it at the Mouse King who fell instantly as it

struck him. Quickly the rest of the mouse army carried him away and the battle was finally over. Clara looked at

the nutcracker and saw that magically he had turned into a prince.

“You saved me Clara,” the Nutcracker said,

“so I am going to take you on a magical

journey through the land of snow.”

Pupils imagine they are following Clara and the Prince through the land

of snow.

Pupils stand in a space of their own then travel with sliding, slow, gliding steps

as if skating on ice.

Stop and listen carefully.

Do the pupils stay low to the ground

and use their arms to help

balance?

Track 19 0.56 – 1.38

Track 20

0.00 -1.07

Snowflakes ‘The prince helped

Clara into a gleaming white sleight made of ice and they glided off. It wasn’t long before

flurries of twirling snow flakes started to fall. As Clara looked she saw the snowflakes

were really tiny snow fairies dancing in the air all around her.’

To the music pupils run, twirling and twisting, in and

out of the spaces. Make sure pupils are landing

softly with light footsteps.

Do the pupils make tiny light jumps as they

move?

Track 20 1.07 – 2.18

Cool down

At the end of this sequence pupils should lie down, stretch their fingers and

toes and relax.

25


Unit 3: The Nutcracker. 9. The land of sweets

CD track / time


CD 3 Track 21

0.00 – 1.47

Track 22 0.00 – 1.06

Warm Up This fairy tale - The

Nutcracker - tells the story of a magical

ballet. It is performed at Christmas time.

In no time at all the sleigh came to a halt and Clara saw that

they had arrived in a magical world. “This is the land of Sweets,”

said the Prince. Everything Clara could see was made of sugar. There were trees laden

with sweets, and a gleaming palace built out of jelly beans with

a shiny white roof made of sugar icing. A

sugar plum fairy arrived to greet them “Welcome honoured

guests,” she said. And she led Clara and the Nutcracker Prince into

a huge hall full of people from all round the world – even their

costumes were made of sweets too!’

The music is by Tchaikovsky.

Last time Clara and the Nutcracker had travelled

through the snow. Pupils sit and listen to the next part

of the story.

Pupils pretend to meet everyone from the Land of

the Sweets.

Pupils walk proudly and slowly through the space, bowing or curtseying to

different members of the class.

Then sit and listen.

Do the pupils walk with their

shoulders back as if very proud?

Track 22 1.06 – 1.38

‘The sugar plum fairy beckoned Clara and the

Prince to sit on two velvet thrones. “And

now it’s time for us to entertain you,” she

said. “Come dancers, let’s begin!” Clara

watched as people from many different

countries performed wonderful dances. Amazingly, all the dancers’ costumes

were made of sweets too.’

26


CD track /

time


Track 22 1.38– 2.04

Track 23

0.00 – 2.28

Track 24 0.00 – 1.24

The Chocolate Dance from Spain

This dance is a very proud dance, full of swirling movements and clapping hands.

Pupils find a partner, stand facing them and decide who will be A and who will be B.

The dance starts with A standing still and clapping and B swirling and twirling around A. Pupils follow the

instructions in the programme. Then pupils

swap over. Then they dance together. Then they try with

the music.

Pupils repeat this sequence above to music, but when standing they should clap

above their heads and when twirling imagine they are

clicking castanets and swirling a Spanish skirt of a

cloak.

Do the twirling children imagine

they were swirling a Spanish cloak

or skirt?

Track 25 0.00 – 2.21

Track 26

0.00 – 1.10

The Coffee Dance from Arabia

This is a smooth and

slow sequence of moves.

Pairs join up to make a four. Pupils kneel down on the floor, in a small circle, facing each other; close

enough to hold the elbow of the person next to them. Pupils should lean the top half of their bodies and sway slowly to one side

then the other. The teacher decides on a direction and shows the children. The

children practice without the music first, swaying to one side then the other to the

count of four.

Then pupils stand up and perform their own Arabian-

style dance.

Do the pupils move together as

a group?

Do the children shake, twist and wiggle for their

Arabian freestyle dance?

27


CD track /

time


CD 3 Track 27

0.00 – 2.21

Track 28 0.00 – 0.46

The Russian Cossacks’ Dance

This is an energetic, quick dance, full of powerful jumps and

leaps.

Pupils should find a partner and stand side by side

together, with folded arms across their chest. First they perform two big jumps then

eight powerful running steps, with high knees, to a new space. Pupils practice

without the music first, then the music to follow. Safety

point, remind the children to land with bent knees. Pupils listen to instructions on the

programme. Then pupils repeat the sequence. Then

they sit down to listen.

Do the pupils keep their arms

folded throughout the dance?

Do partners stay

together?

Are the pupils energetic in their

movements?

Track 29 0.00 – 1.27

Track 30

0.00 – 1.13

Christmas day ‘All of a sudden Clara felt really sleepy and

tired. It was time to go back. The sugar plum fairy waved her wand

and Clara and her Nutcracker friend were whisked back home in an instant. The next morning, when Clara

woke up, it was Christmas day and her Nutcracker doll was in her arms and back to its original size. Her

adventure in the land of sweets had seemed

so real, but it must have been only a

dream after all. Then Clara looked up at the Christmas tree, and to her surprise saw the

sugar plum fairy at the very top and she

seemed to be smiling at her. Clara couldn’t wait for the Christmas

Day party to begin.

Pupils dance in any way

they would like. They should make it jazzy and fun as they listen to the music.

Do the pupils use

a variety of different moves in

their own sequences?

Track 30 1.13 – 2.20

Cool down Pupils lie down in their own space. They tense and relax fingers and toes; breathe in

and out.

28


Unit 3: The Nutcracker. 10. The performance

CD track / time


CD 3 Track 31

0.00 – 1.26

Track 32 0.00 – 2.21

This fairy tale - The Nutcracker - tells the

story of a magical ballet. It is performed

at Christmas time.

Christmas Tree ‘One upon a time, long ago in a small German

town, there was a young girl called Clara. It was Christmas Eve

and Clara and her brother Fritz were

getting ready for a big family party. The

enormous Christmas Tree, stood tall and

proud in the centre of the room.’

The music is by Tchaikovsky.

This dance is a combination of all the dances in Unit 3.

Pupils should start by standing in one giant circle around the outside of the room. Then dance eight marches round clockwise

then skip back. The teacher shows the children the way

to go. Listen for the counting on the

programme.

Then pupils repeat that sequence.

Pupils stand still and listen.

Can the pupils march in time

with each other?

Do the pupils stay together in their

circles?

Track 32 2.21– 4.12

Track 33

0.00 – 0.50

Wooden Doll / Toy Soldier

‘Clara and Fritz couldn’t wait to open their

presents from their Godfather –

Drosselmeyer. Their Godfather was a

wonderful toy maker, and some said he was also a magician. As

soon as he arrived, all the party children ran

up to him in excitement. He brought in an enormous golden box and a heavy sack of presents. Inside the

box was a giant clockwork Doll, he

turned the key and as if by magic, the doll

began to dance, on top of the box all by itself!’

Pupils pretend they are a giant doll or toy soldier on

top of a box. They stand up in a space. Movements

should be like clockwork, arms and legs jerky and

stiff. Pupils should flop over to begin the sequence.

When they hear the clockwork key they should come up slowly from the

waist.

Pupils find a partner, stand close together and listen.

Are pupils’ movements jerky

and stiff?

29


CD track /

time


Track 33 0.50 – 2.17

Track 34

0.00 – 1.28

Clara / Nutcracker Doll

‘Everyone at the party thought the clockwork doll was wonderful.

Godfather Drosselmeyer dug down deep into his

sack of presents and gave Clara an unusual Nutcracker doll. It was made of wood and it looked just like a tiny

wooden soldier all dressed in uniform. Clara thought it was

the most special Christmas present she’d ever had.’

Split the class into two. One half to be Clara and one half to be the Nutcracker

doll.

Pupils who are the Nutcracker doll freeze and stand to attention like a

statue. Pupils who are Clara skip in and out of the

statues in admiration. First pupils take it in turn to

dance, and then they dance together.



Sit down in a group of four and listen.

Do the pupils hols a firm, still

position when required?

Do the pupils use strong, high knee

lifts in their skipping

movements?

Track 35 0.00 – 1.16

Track 36 0.00 – 2.04

Track 37 0.00 – 1.16

Toy Soldiers / Mice The Battle

‘Just as the clock struck 12, the

Christmas tree began to grow bigger and bigger and bigger.

Clara couldn’t believe her eyes. Then from every corner of the

room, more and more mice started to appear. They had grown into a giant mouse army led by a Mouse King. From the other side of the

room Fritz’s toy soldiers began to move

all by themselves marching up and down and beating drums and

blowing whistles. Before Clara knew what

was happening, the Nutcracker doll sprang to life and jumped right of her arms to lead the toy soldiers. The mice and the soldiers were getting ready for a

battle.”

Standing, as if the toy soldiers, in groups of four in a straight line one in front of the other. [Teacher to

help the children a/r.] Pupils listen for instructions to

march from the Nutcracker.

Pupils then stay in their groups of four, they decide to be toy soldiers or mice

‘Soldiers’ change direction and ‘mice’ scurry and hide.

Freeze at the end.

All pupils stand still and listen.

Do the ‘soldiers’ use jerky

movements and have stiff arms

and legs?

Do the ‘mice’ scurry and hide?

30


CD track /

time


CD 3

Track 37 1.16 – 2.22

Track 38 0.00 – 0.34

Coffee Dance from Arabia

‘Clara looked at the nutcracker and saw

that magically he had turned into a prince.

“You saved me Clara,” the Nutcracker said,

“so I am going to take you on a magical

journey through the land of snow.”

In no time at all the sleigh came to a halt and Clara saw that

they had arrived in a magical world. “This is the land of Sweets,”

said the Prince. Everything Clara could

see was made of sugar.’

Then pupils should stand up and do their own freestyle

Arabian dance. Pupils should remember to swirl

like the shape of the steam from Arabian coffee.

Do the pupils shake, twist and

wiggle their bodies?

Track 38 0.34 – 1.11

Track 39

0.00 – 0.46

Russian Cossacks’ Dance

This is an energetic, quick dance, full of powerful jumps and

leaps.

Pupils should find a partner and stand side by side

together, with folded arms across their chest. Pupils

‘freestyle dance’ in the style of the Cossacks.

All pupils sit down and listen to the last part of the story

and the music.

Do partners stay together?

Are the pupils

energetic in their movements?

Track 40 0.00 – 2.00

‘Suddenly Clara felt sleepy and tired. The

sugar plum fairy waved her wand and Clara and her Nutcracker friend were whisked

back home in an instant. The next morning it was

Christmas and the Nutcracker was back to its original size. Clara’s adventure in the Land of Sweets must have

been a dream after all. Then Clara looked up at the Christmas tree and

saw the sugar plum fairy. She seemed to be

smiling.’

Pupils have got a taste of what this wonderful

Christmas fairy story is all about.

Pupils could think about their favourite part and

maybe go and see the ballet one day.

Do the pupils show an

improvement in the control of

their movements throughout this

final dance performance?

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