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SECTION 2
Sleep positions and music

SECTION 3
Stretch & Jump. Partner work

SECTION 4
Group strain for bus

• Instructor's Reflections
  
• Student Teacher's Story of teaching a grade 6 class

"The class took enthusiastically to the movement actions of walking with tension and pivoting with speed.  As the teacher I should have stressed hearing the counts of the music to anticipate the changes in the music.  For example, 1,2,3,4,5,6 and 8 for the walk would allow the students to prepare for the pivot on the 8th beat.  However, the group, with practice picked up on this change themselves."

SECTION 2

"With the imagery idea developing the students took to the sleep positions with considerable creativity borrowing from each others ideas.  I could possibly have introduced the imagery idea earlier to focus the student attention, however this is always a debatable idea because the imagery idea can cause movement to become stereotyped and closed.  More work with fingers to the music would have been good to help the students phrase the different movement actions, especially the counting discussed in section 1 above."

SECTION 3

"The stretch phase worked fine, however the review focusing on the music phases (counting) would help students switch from the sudden walk/pivot movement to the sustained stretch movement.  This section is the most complicated.  For younger groups the group work could be simplified.  On reflection I think I would let each person in the pairs do three phases of the music before freezing at the bus stop.  That is partner (1) would go for ABABCC then freeze, then partner (2) goes to join (1) at the bus stop.  See revised music analysis sheet - revised Music Analysis sheet.  This would help the students link the phases of the music and allow each person in the pair to have a clear space to work in."

SECTION 4 

"The class had a lot of fun with the group bus stop.  It is important to give the groups time to work on this phase and develop their own ideas.  With more time I would get one person to step out and direct the group, watching how they moved together working at different levels and focused on one point, the bus, moving from the horizon and then past them.  The students developed ideas about how to show temper, probably remember past experiences missing a bus.  With more time the second phase of the music which is slightly different for the bus stop phase (DDDDDD phase) could be used to let the groups develop their own finishes to the story.   
Note in the clip how the groups played with the collapse idea at the end of the music.  This could be developed further as well."