non-symmetrical is not. This time, our balances are going to be symmetrical or When the music starts begin traveling through the room a different way than before. When you hear the music stop, freeze and make a symmetrical shape. 4 Heads Up Stillness Try and create 2 Performance Children Scattered Traveling and Stopping In Balanced different throughout general space Positions with symmetry/nonsymmetrical Tight asymmetrical (control) CM 380 Muscles balances (Teacher demo non-symmetrical shape) (variety) Now when you hear the music, freeze and make a non-symmetrical shape. If you want to do one at a high level, try and make it very high, if not try to make one at a level as low as possible. Partners scattered Enough Balancing with support of a partner Stillness Try and hold Performance (proficiency) CM 396 your balance for throughout general space Put students into partners. Working with this Tight 5 seconds! space. partner, create a balance that shows one Muscles (timing) partners narrow and one wide shape. When you are sharing weight between you and your partner, this is called a counterbalance. You must be using your weight to help support partner’s you. Start when you hear the music. End of station Small mats Enough Straight body Try to pencil roll Performance Transferring Weight with a rolling action perfectly across (control) CM 404 scattered throughout space in Stretch your the mat 3 times At this station, we are now going to incorporate the general space between legs in a row transferring weight across mats. Who knows with sufficient room mats. (repetition) how to do a pencil roll? (Student for safe space. Feet together demonstration). Put 2 students to each mat. Green Poly spots Be sure One partner will start by doing a pencil roll mean side where to across the mat. Once that partner is finished, each set of the other partner may go. When I say go, you roll from. partners may begin. Go. (Freeze is stopping signal they has own are accustom to). mat. One partner at a time.
non-symmetrical is not. This time, our balances are going to be symmetrical or When the music starts begin traveling through the room a different way than before. When you hear the music stop, freeze and make a symmetrical shape. 4 Children Scattered throughout general space Heads Up Traveling and Stopping In Balanced Positions with symmetry/nonsymmetrical (control) CM 380 (Teacher demo non-symmetrical shape) Now when you hear the music, freeze and make a non-symmetrical shape. If you want to do one at a high level, try and make it very high, if not try to make one at a level as low as possible. Stillness Tight Muscles Try and create 2 different asymmetrical balances (variety) Performance Partners scattered throughout general space. Enough space partners Balancing with support of a partner (proficiency) CM 396 Put students into partners. Working with this partner, create a balance that shows one narrow and one wide shape. When you are sharing weight between you and your partner, this is called a counterbalance. You must be using your partner’s weight to help support you. Start when you hear the music. End of station Stillness Tight Muscles Try and hold your balance for 5 seconds! (timing) Performance Small mats scattered throughout the general space with sufficient room for safe space. Green Poly spots mean side where to roll from. Enough space in between mats. Be sure each set of partners has own mat. One partner at a time. Transferring Weight with a rolling action (control) CM 404 At this station, we are now going to incorporate transferring weight across mats. Who knows how to do a pencil roll? (Student demonstration). Put 2 students to each mat. One partner will start by doing a pencil roll across the mat. Once that partner is finished, the other partner may go. When I say go, you may begin. Go. (Freeze is stopping signal they are accustom to). Straight body Stretch your legs Feet together Try to pencil roll perfectly across the mat 3 times in a row (repetition) Performance
final_lesson_plan_3.docx