Hello Bennett,
We had a great class this week! We started working on the concept of Body Parts. This concept challenges your students to isolate different body parts as they are dancing, so not only are they learning about their different body parts, they are also working on body control. Learning about body parts in dance also helps to expand the creative options for your child when they make their own movement choices. To start exploring this concept we did a “Head, Shoulders, Knees, and Toes” dance, switching up which body parts we used as we sang. We also made shapes attaching different body parts, and played a game called “Painting and Shading.” In Painting and Shading, your child worked with another student, each taking turns being the “artist” or the “artwork.” When it is their turn to be the artwork, each student makes and freezes in an interesting shape. Then, the student who is the artist moves around his or her partner, “painting” (with smooth energy) and “Shading” (with sharp energy) them with different body parts, as though they were creating a life-sized piece of artwork. Some of the body parts we used were the elbows, head, and feet. I can’t wait to see you all next week to continue to work on this dance concept!
Best,
Miss Jessie
We had a great class this week! We started working on the concept of Body Parts. This concept challenges your students to isolate different body parts as they are dancing, so not only are they learning about their different body parts, they are also working on body control. Learning about body parts in dance also helps to expand the creative options for your child when they make their own movement choices. To start exploring this concept we did a “Head, Shoulders, Knees, and Toes” dance, switching up which body parts we used as we sang. We also made shapes attaching different body parts, and played a game called “Painting and Shading.” In Painting and Shading, your child worked with another student, each taking turns being the “artist” or the “artwork.” When it is their turn to be the artwork, each student makes and freezes in an interesting shape. Then, the student who is the artist moves around his or her partner, “painting” (with smooth energy) and “Shading” (with sharp energy) them with different body parts, as though they were creating a life-sized piece of artwork. Some of the body parts we used were the elbows, head, and feet. I can’t wait to see you all next week to continue to work on this dance concept!
Best,
Miss Jessie