Do you instill warm up understanding with beginner students? Why?

I think it is extremely important that the young beginner student no matter what their age, realise the importance and relevance of warm up. One must of course choose their wording so that it is age appropriate.

i am interested in feedback for in particular the 3-7 year old age group. how would you instill the understanding?

Perhaps we can tell them:

1. it is good for our heart and our lungs and point out to them where we would find the organs anatomically. perhaps a fun handout of the heart and lungs to colour in. award with a sticker.

2. to make our bodies warm and ready for work. demonstrate fun exercises any rhymes: eg: teddy bear, teddy bear, touch your nose
teddy bear, teddy bear, touch your toes
teddy bear, teddy bear, turn around
teddy bear, teddy bear, touch the ground

3. so that we do not hurt ourselves and to keep our bodies safe.

4. so that we can work well in class

5. makes us think and use our muscles

7. so that we can enjoy our classes

What say you? I shall love to hear from you all out there in cyberland on some other ways in which you promote warm-up to this particular age group. as always, any thoughts, comments, observations most welcome

Spangles - those are great ideas. You could also use the song - Dry Bones - I think it is called that goes through all the different parts of the body.

I think also just by including a warm up at the start of the class will instil that warm-up is part of a class and should be done. Little ones seem to accept routine very well.

Joanne, you have hit the nail on the head with the word Routine. I have made a few notes in regards to this in relation to warm-up that I thought I would share with you. I value your opinion.

1. Routine promotes calmness and acceptance
2. Provides necessary framework that orders a young dancer's world
3. Young dancer's thrive on sameness and repetition
4. Routine helps them to learn what is expected of them thus promoting
self-worth and self confidence.
5. Routine warm-up can affect the releationship between student/teacher
6. As the student grows physically and emotionally, she/he will know what
is going to happen and what is expected and allows them to ultimately
think more freely and boldly (creates the thinking dancer)
7. Knowing what is expected also cuts down on teacher struggles (Instill's
that warm-up is part of class and must be done ALWAYS.
8. Warming-up as a group emphasises togetherness
(example) ask each student to nominate, demonstrate a warm-up
exercise to teach the class as a whole. This not only promotes
confidence but also responsibility.
9. Consistant rituals are soothing (think pre-performance nerves)
10. Consistent warm-up sessions perpare students for the work/task
ahead. Find out what works best for your student's.
11. Be consistent but flexible. Prepare student's for change. encourage
questions, perhaps use the time to discuss anatomy.

Once again, I reiterate that it is extremely important that the young student realises the importance and relevance of warm-up in particular in relation injury prevention and safe-dance-practice.

I remember when I was training and learning about why we warm-up one of the most important reasons I found was that warm-up gave time for the student to leave behind the outside world - a transistion that takes the focus away from all that has happened today and puts it on to the matter in hand, the dance class. This I think can be applied to any age group.

It is also a good way for the teacher to connect with the class, show them who's boss as it were, and set the tone for the class. Again this is something that is important with all age groups.

yes. it is amazing and so true that once in a dance class how the outside world becomes null and void for an hour or two (great escape from the kids too)

warmup is also a good opportunity to kill two birds with one stone.
ie. include into warmup, exercises that can assist turnout etc.
Every now and again I also included as a warm-up a mini circuit. (ie)
each corner of the room has an object. example - corner 1 may have a skipping rope, corner two may have marbles that needs to be picked up by the toes and placed into a container, corner 3 may have two small hoops to cirle on ones wrists, cornter 4 may have an exercise bike. We basically do a 5 minute warm-up, head to toe and then spend the next 10 minutes doing the mini circuit. Great fun. I would be extremely interested in other teacher's idea's that may be a little different from the norm?

warmup is also a good opportunity to kill two birds with one stone.
ie. include into warmup, exercises that can assist turnout etc.
Every now and again I also included as a warm-up a mini circuit. (ie)
each corner of the room has an object. example - corner 1 may have a skipping rope, corner two may have marbles that needs to be picked up by the toes and placed into a container, corner 3 may have two small hoops to cirle on ones wrists, cornter 4 may have an exercise bike. We basically do a 5 minute warm-up, head to toe and then spend the next 10 minutes doing the mini circuit. Great fun. I would be extremely interested in other teacher's idea's that may be a little different from the norm?