Body Awareness

Locomotor
Move in locomotive ways to music, using words from the PK chart. For example:

• skipping,
• creeping,
• moving sideways,
• zig-zag pathways.

When music stops at random times, the students freeze.

Non-Locomotor
Move in a non-locomotive (on the spot) way to music, using the non-locomotor words from the chart in turn. For example:

1. The students melt to the floor as slowly as they can, using one body part at a time. Freeze when the music stops.
2. Have half the class watch as the other half move and freeze. The observers comment on:
   • the shapes they see,
   • how individuals move in terms of their energy,
   • how individuals move in terms of pathways, and so on.

Locomotor & Non-locomotor

1. locomotor movement as instructed,
2. freeze when the music stops,
3. explore a nominated non-locomotor movement,
4. freeze.

Repeat with a variety of locomotor and non-locomotor activities. An example could be as follows:

1. locomotor movement – move smoothly in circular pathways,
2. freeze,
3. non-locomotor movement – jabbing the personal space around you,
4. freeze,
5. repeat.

Body Parts
Body to body – An odd number of participants is required for this exercise.

1. Designate one student as 'Caller'. Other students form into pairs.
2. Caller announces two body parts, and the paired students connect them. For example:
   • "hand to foot",
   • "left shoulder to left shoulder",
   • "ringa ringa to taringa".
3. When "body to body" is called, everyone finds a new partner. The student left over becomes the new Caller.

Body part hoops – Place several hoops around the room.

1. Dance freely in general space.
2. Teacher calls an instruction about the hoops to which students react spontaneously. For example, "seven hands in a hoop".

Body parts leading – Students spread out around the room.

1. Teacher calls out a body part name – for example, "chin", "elbow, "hips".
2. Students move freely in the space leading with that body part, (as if being pulled by an imaginary string attached to that body part).

Body Base

1. Students move in general space to music.
2. When music stops, teacher calls a number of body bases for students to connect to the floor. For example, make a shape using three body bases (such as one foot and two hands).
3. Try this in pairs.

Body Shape

1. Students explore body shapes individually. For example: twisted, curled or angular.
2. Combine with others to create group landmarks. For example:
   • Sky Tower,
   • Eiffel Tower,
   • Auckland Harbour Bridge.
3. Students comment on shapes using vocabulary from the chart.