Teaching sequence

Work through this resource material in the following sequence:

20 minutes

Part A: Elements of dance

20 minutes

Part B: Dynamic skipping skills

20 minutes

Part C: Formations

20 minutes

Part D: Routine design

10 minutes

Reflection

Learning intentions and success criteria

Students will...

explore the elements and vocabulary of dance, including repetition, dynamics, levels, planes, axis and stage directions.

Students can...

analyse and critically evaluate a dance sequence
perform specialised movement skills featuring a skipping rope
creatively apply these movements skills to a variety of movement sequences
work together as a team.

Part A: Elements of dance

Step 1

Display this image of the elements of dance (source):

Elements of Dance - Body, Energy, Space, Time

Step 2

Watch this music video starring then 12-year-old dancer, Maddie Ziegler:

Sia - Chandelier (Official Music Video) (youtube.com/watch?v=2vjPBrBU-TM)

Pause the video frequently and encourage students to discuss the ways in which the performer:

repeats certain movements (repetition)
moves different parts of the body, sometimes their whole body but sometimes only selective limbs
performs symmetrical movements, same on both sides of the body, and asymmetrical movements, making the focus one arm or leg
swaps between fast and slow movements, sometimes flows smoothly from one move to the next (legato)
sometimes in stop-start bursts (staccato); this all comes under dynamics.
moves around the space, jumping and ducking, to utilise different levels (high, medium or low) to create interesting visuals
transitions between the spaces not simply by walking but by rolling/leaping/spinning
rotates on an axis, usually by spinning (vertical axis through the centre of your body from head to toes)
bends along a plane, either forwards and backwards (frontal plan), or left and right (sagittal plane)
moves downstage and is closer to the audience, or upstage further towards the back of the stage.

Identify the words in bold and have students create a glossary of dance vocabulary.

Step 3

Have students find their own space to warm up with a skipping rope.

Step 4

Encourage students to match their skipping so that each jump or slap of the rope on the floor matches the beat of some music. Students can practise some of the trick skipping they may have already learnt, to see whether they can perform the moves in time with the beat.

These songs are a good pace, and have a strong, easily heard beat and make a good starting place:

Part B: Dynamic skipping skills

Step 1

The following skipping techniques are visually striking, providing great ways to play with dynamics and levels during a skipping routine. Teach students so that they can grow their bank of moves to incorporate into the routine they create at the end of this lesson.

Up-And-Under Cross or Pretzel Cross

Hop on the right foot and raise the left leg.
Cross arms with the right hand going under the raised leg.
Jump rope with arms crossed.
Pull right arm down, exit with side swing right.

Burpee

As you’re bringing the rope around in a basic jump, squat down and lay the rope stationary in front of you, with two hands on the ground.
Kick both of your feet into the air behind you. You could even do a handstand or a somersault if you feel capable.
Stand up and pull the rope under your feet again to continue doing a basic jump.

Razzle Dazzle

One jump on both feet.
Next jump, hop on your left foot.
Place the heel of your right foot on your left knee and hop once.
Kick your right foot out whilst hopping on your left foot.
Bring your right foot back in for one jump.
One jump with both feet again.
Repeat with the left foot.
See if you can get repetition fluidly enough to where you are performing an Irish style jig whilst skipping.

Matador

Swing the rope on the right side.
As the side swing finishes, criss-cross the outside arm (right arm) across the body.
Swing the rope on the left side. The bottom arm always comes out first to perform the side swing.
Criss-cross with the left arm over the right.
Repeat.

Dipsy-Doodle - for those who need an extra challenge

Start with a basic jump. As soon as the rope passes under the feet and begins the next turn, cross your arms as though doing criss-cross.
Bend forward and bend the knees and perform the criss-cross between your legs, making sure your wrists are behind your knees.
Flick the rope over your head and jump it.
Jump over the rope and commence turning the rope backwards.

Part C: Formations

Step 1

Split students into groups of four.

Step 2

Designate a 'front of stage', such as a particular baseline on the basketball court, wall or direction on an outside court.

Step 3

Ask each group to arrange themselves in a diamond and skip in place. Ensure each point of the diamond is parallel to its opposite.

Step 4

Ask each group to arrange themselves in a parallelogram and skip in place. You might ask students to try and figure out the shape themselves, before showing an example or providing more specific direction.

Step 5

Students practise maintaining the formation whilst moving. The back two skippers move forward on a vertical plane, whilst the front two skippers move backward on a vertical plane. Using lines on the court to guide the extent of movement will be helpful. Encourage students to move synchronistically, so that they are making the same distance jump at the same time. Playing music with a clear beat will be helpful in guiding students in this skill.

Step 6

Students practise rotating through the formation, skipping backwards and sideways to the next position in the shape.

Step 7

Ask each group to arrange themselves in a more vertical parallelogram and skip in place.

Students practise maintaining the formation whilst moving. The left two skippers move right on a horizontal plane, whilst the right two skippers do the opposite.

Step 8

As a class, facilitate a discussion about what formations present well visually to the audience and provide opportunities to move dynamically and which formations are visually boring or limit movement. Some formations will also highlight particular performers when they are performing difficult tricks. Remind students to always be thinking from the perspective of the audience or the 'front of stage', so that the deeper layers are not hidden behind performers downstage.

Part D: Routine design

Step 1

Play this video from Australia's Got Talent:

Luke Boon Australia's Got Talent Skipping (youtube.com/watch?v=r-5-NCkBJFE)

Step 2

Explain to students that they will now have the opportunity to choreograph their own skipping routine (in small groups). The routines should go for about two to three minutes in length and incorporate at least five of the elements of dance covered in this lesson.

Students can refer to their glossary, or you can make a list on the board of techniques you'd like them to include.

Step 3

Invite students to begin by making a list of all the skipping techniques they are competent and confident in. Explain that it’s okay if only some of the group can do certain things.

Step 4

Using YouTube, Spotify or their own playlists or class CDs, students should choose a song to map their dance to.

Remind students to consider the tempo (speed) of the song and think about whether they can jump in time to it. Ensure the song is appropriate for school, or you might prefer to use the songs suggested earlier or provide your own list.

Reflection

Groups can volunteer to perform their routines for the rest of the class. Students can give each other constructive feedback, trying to incorporate the language of the elements of movement from the top of the lesson. Groups can write down a simple three-step reflection:

What worked well or what they are proud of
What they found challenging
What they need to consider changing for next time.

Differentiated learning

Extension

If your students find these tricks too easy and need some more ideas, register your school with Jump Rope for Heart for access to even more fantastic resources.

Provisions for learning support

If your students find the skipping tricks in this lesson too challenging, you might consider referring to these lessons for more introductory activities:

Jump Rope For Heart: Starting To Skip - HPE - Years F-2
Jump Rope For Heart: Partner Skipping – English & HPE – Years 3 & 4

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

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Learning intentions:

Students will...

Success criteria:

Students can...

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