Time

Tempo
Teacher uses an imaginary remote control. Students move through space following teacher directions. For example,

• "play",
• "slow motion",
• "rewind",
• "fast forward",
• "pause".

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

1. Students split into two circles, one inside the other.
2. Circles march to the beat in opposite directions to 8-count phrases.

Accent
Establish the 8-count circle marching described under 'Beat' above. Now students add accents by clapping on opposite sequential beats in each circle – shown by the bold numbers in the following sequences:

• Inner circle: 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8
• Outer circle: 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8, 1 2 3 4 5 6 7 8.

Rhythm
Students stand in a circle.

1. Each person claps the rhythm of their first name.
2. Choose a student to clap someone else's name. The class guesses whose name it is.
3. Students develop movement motifs to accompany these rhythmic phrases.

This exercise could also be done with other words, such as names of animals, foods, or place names.

Duration
Students work in pairs, taking turns.

1. One student claps 16 counts, while the other skips away and back in the time allowed.
2. Other student chooses a different number of counts, and then claps while the first student skips.

Continue using different durations for each turn.

Weight, Quality & Flow
Sound moves – Teacher plays a variety of percussion instruments. Students respond by exploring various ways of moving in relation to the different sounds they hear.

Exploring environments – Teacher suggests a variety of distinct environments for students to explore. For example, ask the students to move as if travelling:

• through sticky mud,
• over slippery ice,
• on hot sand.