Explorer - Lesson 1: Getting Started: What is a Motif?
- Means of capture
- PE kit and bare feet
- Clear empty space
- Lesson Film
- Choreographic ideas
CBBC presenter Karim Zeroual welcomes you to the Royal Opera House, home of The Royal Ballet. Watch him take part in a creative dance class with students from Beam Primary School exploring the theme of 'journeys'. Karim meets former Soloist of The Royal Ballet David Pickering, and ROH Dance Artist Liz Foster, to find out about ‘motifs’.
- To understand and explore the chosen theme for your dance.
- To developing movement patterns to create non-contact group work – understanding how we can make positive physical connections with our peers.
- To understand the concept of ‘motif’.
- To explore different ways of travelling, using the words ‘around, through, over and under’.
- To understand how we can use space by travelling the movement patterns we devise.
- To develop an awareness of others when travelling in space.
- To develop collaborative skills.
- English: You could ask your dancers to write an account of a journey they have been on using those four words ‘over,’ ‘under,’ ‘around’ and ‘through.’
- Humanities: You could locate the journey in a specific place relevant to history or geography.
- PE: To master basic movements, as well as developing flexibility, strength, agility, balance and co-ordination in a range of activities. They will also become familiar with moving to music.
- PE: To be physically active and confident for sustained periods of time.
- PE: To explore space and travel through a sequence of movements.
- PSHE: To work towards shared goals and expressing a range of feelings.
- PHSE: To be aware of the physical behaviour of others and respond accordingly.
Performance and Evaluation10 mins
Make time during every session to look at as much of the work created as possible. It’s great for the dancers to be able to see everyone’s responses to the tasks set, and it also gives you time to think about what is working and which direction you want to take the dance.
Warming up is very important to prevent injury and to focus the mind and body for the creative activity ahead.
The warm up is a good opportunity to introduce the characters and themes of the dance you will be creating, and begin to create movement material.
If you were doing a dance about being in a winter wonderland, you might like to think about different activities that we can do in the snow (throwing snowballs, building a snowman, sliding and falling, sledging, etc.).
You could create some very brief movement actions depicting these activities and ask the dancers to enact them in pairs. Any theme or idea can slot into this structure and of course your dancers’ ideas can be incorporated into the activity too.
Discuss the theme you have chosen for your class, or decide as a class which of the themes you will explore. Think about your theme and ask yourself what can it do and what shapes can it make, as a starting point for your creative exploration. Remember to use very clear instructions when setting your dancers a creative task.
It is good practice to give the dancers the opportunity to transition from ‘dance space’ to classroom and it may also offer some calm after an active session. You might want to use the cool down as an opportunity to discuss the dance so far or to initiate a fun way of getting shoes and socks back on.