Positive Influence

 Created to promote positivity on Inauguration 2017

GOAL: 

• Create a “dance in a day ” that represents hope and positivity.
• Remind students of the positive people influencing their world.

MUSIC:  The Greatest by Sia
THE PROCESS-  students have four writing prompts that are used for movement tasks.  These movement tasks are assigned an order in which they will be performed to create a dance.
Written Prompts:

1. write name of a person (famous or in personal life) who has a positive influence on your life
2. write three positive qualities of that person
3. write a statement about why you chose that person

Movement Tasks:
Task One:

• spell the name of that person in the air using at least two body parts.

Task Two:

• create a short movement that represents the first quality of that person.

Task Three:

• create a longer movement with a jump that represents the third quality of that person

Task Four:

• create a phrase using the statement you wrote about the person.
• options for creating phrase: circle 4 words and use them to make a phrase, if your statement was lengthy, underline the part you feel most important, or summarize your statement with an emotion and short phrase.

ORDER OF THE DANCE:

1. Run around and lunge on “stamina”.  (Learned during the warm-up)
2. Stretch/improvisation with the word “power”.
3. Dancers are given numbers:  Quality #1 is performed when they hear their number.
4. Dance the name phrase while moving downstage.
5. Run around and lunge on “stamina” 
6. Lunge improvisation to upstage left to create a tight clump.
7. Dancers run out of the clump to anywhere in the room when they hear their number and dance Quality #2 four times.  (Choosing their own time).
8. A “crowd wave” starts on stage right to left and rebounds back from left to right using Quality #3.
9. Once the rebound wave starts, stage left walks to stage right.
10. Dancers find a partner, hand in hand, pull each other to a spot of their choice in the space.
11. One at a time, the dancer performs their statement while their partner watches.  They choose how they watch the statement and how it transitions to the other statement.
12. As a group, the class determines how it ends. (The advanced dance class decided to move to a circle, gesture an arm up and lunge then exit in groups.)