<B>Rabbit</B> generously offers the following guidelines. Discussion welcome!
<P> <BLOCKQUOTE><font size="1" face="Verdana, Arial">quote:</font><HR>Learning Goals for Dance Students - 6 years old:<P>1. Listening & looking skills<BR>*These skills should be reinforced, as they are important learning<BR>tools, however by now they should be part of normal classroom behaviour.<P><BR>2. Following the rules<BR>*Continue to observe the "rules of the classroom" in a more structured<BR>manner. Continue encouraging the concept of the correct way of doing<BR>things.<P><BR>3. Concentration & Control Skills<BR>*These skills should continue to be reinforced in this age group as<BR>they are another important tool for learning. At this age they should be<BR>aware of the concepts of concentrating or focusing on something and<BR>being in control of their bodies. The students should be aware of the<BR>words and their meaning. If they are asked to concentrate or to show<BR>control they should be able to respond to verbal cues.<P><BR>4. Co ordination skills<BR>*Start to include co ordination skill in any exercise where possible.<BR>For examples when one skill has been mastered add to that a port de bras<BR>they have learnt in another exercise.<BR>*Add changes of direction<BR>*Have them do exercises facing partner.<P><BR>5. Body Awareness Skills.<BR>*Continue the process of learning that physical activity can cause some<BR>discomfort (e.g. stretching hurts, standing tall requires muscle<BR>effort…)<BR>- Continue to educate where applicable the cause and effect between<BR>doing things wrong and possible injuries.<BR>*As new movements are taught explanations must also address this new<BR>level of body awareness.<BR>* Continuing the language development skills of this age group<BR>pertaining to anatomy<P><BR>6. Space awareness and Spatial orientation<BR>*Continue to motivate the students to be aware of their spacing in<BR>various formations.Continue to incorporate as many different formations<BR>of lines and spaces (straight lines, diagonal lines, curved lines) Into<BR>the class work as appropriate. Be aware hat this skill takes several<BR>years to master, therefore, take into consideration the age of the<BR>student.<BR>*Spatial Orientation vocabulary should by now be incorporated into<BR>regular class room communication.<P><BR>7. Shape understanding<BR>*Continue to use the concept of shapes in relationship to the class<BR>work being taught.<P>8. Locomotor skills/ traveling steps<BR>*Continue the process of "cleaning": Look for ever greater precision<BR>and better musicality<BR>*Continue to explore the wide range of progressions in locomotor skills<BR>so that the student becomes adept at many different directional<BR>pathways.: - Free movement in the space<BR> - By lines<BR> - In lines<BR> - With partners<BR> - In groups<BR> - In patterns<BR> - On a diagonal<BR>*The new locomotor skills to be added for this level include<BR>- Stork walks<BR>- Skip change of step<P>9. Flexibility<BR>*Increasing acceptance of the discomfort that comes with stretching<BR>*Increase the length of time a stretch is held with control<BR>*Encourage the concept of "stretching is your dance homework"<BR>*Increase the number of stretches they know<BR>*Encourage them to want to increase their flexibility.<BR>*Add stretches like:<BR>- calf and Achilles stretches e.g. Duck walks<BR>- inner thigh and turn out stretches<P>10. Strength<BR>? Continue upper body, back and abdominal strength exercises,<P>11. Feet exercises<BR>*As always, one of the most important areas to focus on as the students<BR>learn to become aware of the correct use of the foot. The more this is<BR>learnt now the fewer problems they will have in the future unlearning<BR>sloppy habits.<BR>*Continue to develop the speed at which the ankle points and flexes.<BR>*Develop good understanding and control of the demi point position.<BR>*Pointing and flexing of alternate feet faster.<BR>*Place a pointed foot in the "ankle pocket" (parallel coups de pieds)<BR>and add turn out turn in to develop the next level of understanding.<BR>Use this as a starting point for classical walks.<BR>*Preparation for "crossed 5th in the air" exercises<BR>*In all feet exercises reinforce sitting tall plus length and alignment<BR>and strength of the legs so that this becomes an automatic reflex.<P><BR>12. Right and left skills<BR>*This concept should now be a natural part of class work.<BR>*The students must be able to do everything equally on both sides of<BR>the body.<BR>*They must now learn that if you start on one side of the room with one<BR>leg…when you start on the other side you start with the other leg.<P><BR>13. Posture and stance skills<BR>*POSTURE is a special thing a dancer does, and needs to be reinforced<BR>and encouraged all the time. Things to review:<BR>- feet flat on the ground, no rolling in the ankle<BR>- straight alignment of the legs (ankles, knees)<BR>- fix alignment problem like bows, hyperextension and knock knees<BR>- Super straight stomach spine and seat<BR>*abdominal muscles working<BR>*long spine and neck<BR>*gluteus (popo) muscles working<BR>- shoulders down<BR>- two hip bones face front, "headlights" even<P>14. Dance Vocabulary<BR>*Review all concepts learn previously<BR>*Add the following new movements:<BR>*demi plié in 2nd<BR>*stepping up to a rise<BR>*pointing devant while supporting leg does a fondu<BR>*tendu from 1st to 2nd<BR>*posture in 3rd position<BR>*Continue to work free movement skills<BR>*hoping and leaping<P><BR>15. Technical concepts to reinforce<BR>* Posture is always maintained, understanding use of stomach, seat<BR>spine in the control of posture<BR>*The hips are level and both face the front<BR>*Turn out is a movement that happens from the hips.<BR>*All ten toes are in contact with the ground, ankles do not roll<BR>*The legs are held in straight alignment, correct for bows and<BR>hyperextension<BR>*In parallel learn that the knees are over the toes in posture, when<BR>doing plié, bounces and sauté…<BR>*In all turned out position the knees continue to be aligned over the<BR>toes in all movements<BR>*When the feet are stretched the foot must not sickle<BR>*The knee is stretched in tendu<BR>*In 1st position tendu devant the heel is presented forward (show the<BR>audience the diamond on your heel)<BR>*When standing on one leg the upper body is maintained in a centered<BR>position (transfer of weight and no lean)<BR>*The different energy and dynamics required for different qualities of<BR>movement<P><BR>16. Allegro<BR>*Review and work as necessary all previous work<BR>*Build up to 8 consecutive sauté in parallel and in 1st<BR>*Échappé sauté in 1st to 2nd<BR>*Spring points<BR>*Gallops to the side<P>17. Turns<BR>*Continue to use as a free movement<BR>*Twirling - turning on two feet (preparation for Chainé)<BR>*Spinning - turning on one foot (preparation for Pirouettes)<BR>*Courrus turning (build from "penguin walks")<BR>*With appropriate technical elements<BR>*changing directions, examples<BR>- pony steps with ¼ turns<BR>- parallel jumps with ¼ turns<BR>- step and together turning by ¼'s<P>18. Hand movement skills<BR>*Be able to differentiate between soft and sharp hands<BR>*Awareness of the wrist and that it should not look bent<BR>*Awareness of the placement of the fingers in a dancers hand<P><BR>19. Port de bras<BR>*Review all previous work as appropriate<BR>- quality of movement (use images and props to get the quality)<BR>- hands on waist looking precise<BR>- Swinging arms front and back in opposition<BR>- Demi 2nd (for girls like holding a skirt)<BR>- Circling of the arms (develop awareness of the movement of the<BR>shoulder)<BR>- High V position (to begin learning the arms go up and the shoulders<BR>stay down)<BR>- Arm waves<BR>*Continue to combine arm movements with other movements where<BR>appropriate to develop co ordination skills<BR>*Begin the study of classical positions<BR>- Bras bas<BR>- 1st<BR>- demi bras or offering<P>20. Head movements<BR>*Incorporate all the learnt head movements into class work at some<BR>level<BR>*Call attention to the connection between head and hand movements<P>21. Musicality Skills<BR>*Review all concept of rhythms from previous work:<BR>*skip "&1" accented on the up<BR>*gallop "&1" a more even accent<BR>*march even beat of music but accent up for dancer<BR>*polka "&1&2" (po-ta-to chips) = skip gallop<BR>*concept of ¾ time signature (candle smartie smartie ie. 123), able<BR>to clap ¾ , - 1st beat of the bar<BR>- every beat of the bar<P>22. Musical Qualities<BR>*Review all concepts of qualities from previous work:<BR>*Concept of scales and pitch<BR>*Concept of phrasing e.g. run and pause<BR>*Slow and fast, e.g. does the music say walk or run?<BR>*How does the music make you feel? Is it happy or sad music?<BR>*Listening for A and B phrase. (e.g. two groups, one dances on phrase<BR>A and freezes on phrase B, other group does the reverse)<P>23. Enchainement (Patterning and Memory skills)<BR>*Part of the lesson as movements are combined into simple patterns.<BR>*Over the course of the year very gradually increase the number of<BR>different elements in one enchainement.<P>24. Interactive Skills<BR>* Continue to find ways to incorporate use of props and partners into<BR>class work. E.g. port de bras activity with a scarf, stretching with a<BR>ball, galloping while holding hands with a partner.<P><BR>25. Improvisation and Action Skills, Mime and Pantomime , Energy and<BR>dynamics<BR>*These concepts all blend together at this level as they compliment<BR>each other.<BR>*Discuss the individual concepts as pertinent to those qualities you<BR>want them to discover in their work.<BR>*Expose the children to an ever increase vocabulary of "action" words,<BR>(see the chart on Movement Characteristics for Body Parts for ideas)<BR>*Continue to explored and expand on their awareness of the relationship<BR>between their ideas and the movements they have explored<BR>*As they develop more skills encourage them remember what they did an<BR>build on that foundation<BR>*Give students a chance to show off what they discover<BR>*Give them a theme and ask them explore that concept ( see creative<BR>movement manuals for further ideas)<BR>*Use Energy and Dynamics with the goal of developing expressive use of<BR>music.<P>26.<BR>Building respectfull relationships<BR>*formal choreographed entrance to class<BR>*formal ending to class<HR></BLOCKQUOTE>