Activity 2.1: blast off! – dance/movement sequence

Introduction

Students recall the countdown to blast off before the space shuttle leaves the Earth. They represent the sequence using movement, one movement for every number from ten to one, and then another movement for 'blast off!'

Duration

10–15 minutes

Resources

• Open space large enough for students to move comfortably and safely
• Small drum, tambourine or other percussive instrument to use during the countdown

• Activity stepsShow details
  1. The activity can work in one of the following ways.
     1. For students with limited movement experience, ten movements can already have been created by you to model for the students – for example, star jump, foot stamp, single turn on the spot, bob down, scissor kick, clap-clap-clap, wriggle, giant step, twist, lunge, melt, etc.
     2. These can be taught to the students via modelling. The students can then work in pairs to assist each other to memorise the movements.
     3. The 'blast off' can be each student's own special movement.
     2. Alternatively, students can work in pairs and create one simple, strong, original movement.
     3. Each pair then teaches their single movement to the class and ten of these become the countdown. The class or you can decide which movement will correspond with each number.
     4. The 'blast off' can be each student's own special movement.
  2. When the students have learnt all ten movements and decided on their own 'blast off' movement, have them spread out around the room, standing by themselves.
  3. Introduce the percussion instrument that will signal the countdown numbers. Alternatively, you could use your voice to count down or combine your voice with the percussive instrument. Students could also be the voice or use the percussive instrument.
  3. Have students stand very still, relax their shoulders, look straight ahead, and be aware of others and the sound of your voice.
  4. Have students close their eyes and remember their ten movements from ten down to 'blast off'. Have them think about the movements in their head and try to visualise them.
  5. Now they are going to re-create the movements as the countdown begins.
  6. Beginning clearly with 'ten', count down, having the students create each movement for each number. (It doesn't matter if they forget, they can just make it up if they need to) until 'blast off!'
  6. You can play with dance elements of pace, timing and dynamics in this activity. For instance you could count down in slow motion and have students re-create each movement slowly; you could count rapidly or use a combination of timing and pace that students can respond to. This will shift the dynamic of the movement.
  7. Discuss with students what feels best or works well with their different movements.
• Extension activityShow details

  Divide the class in half and have each group watch the others work and then 'pair and share' what they enjoyed about the movement ideas they saw. Which ones did they notice? Why? Were there strongly contrasting ideas? Were there similarities?