Boogie Boost for Body and Brain!

Boogie Boost for
Body and Brain!
Presented By:
SPARK Trainer, Cathrine Himberg, Ph. D.
The SPARK Programs
1-800-SPARK-PE
www.sparkpe.org
ACTIVITY
BRAIN BOOSTIN’ BOOgIE
Prep
• Music and Player (a Boogie track on SPARK HS
Music CD)
• Brain Boostin’ Boogie Practice Plan
• Video Demo (SPARKfamily.org)
Set
• Use any previously learned dance as ASAP.
• Scatter students in lines throughout area.
1. Today’s line dance is the Brain Boostin’ Boogie. (Review Brain Boostin’ Boogie Practice
Plan with students.)
2. The Brain Boostin’ Boogie is a high cardio dance created to move your blood to your
brain, supplying it with the nutrients you need to focus and learn. This is one of 4 line
dances that your team can choose to perform during our Dance Olympics event at the
end of the unit. (Demo or show Video Demo.)
3. Dance & Practice: (Practice before or after dance, or both. Use Practice Plan. This uses
the “add-on” method: teach the first 8 counts, review, then teach the next, review from
the top, etc. Practice Plans include dance steps.)
4. Now that you’ve learned the Brain Boostin’ Boogie return to your dance teams and
practice perfecting the steps as a team. (Provide each team with a Teacher Prompt
Practice Plan. Encourage communication, cooperation, and peer coaching.)
5. Cues
• “Listen & Watch” – Listen to cues and watch the steps.
• “Keep the Beat” – Follow the music. If you fall behind, jump back in on a 1 count.
• “Be Aware” – Give yourself room to move safely. Look out for others.
6. Think About…
• How does this dance help you improve classroom performance? Explain.
• What other activities give you similar benefits? Why?
DANCE
HIGH SCHOOL
Teach
11
Dance Practice Plan
5
Brain Boostin’ Boogie
• High Cardio!
• Suggested Song:
Viva LA Vida (Coldplay)
Part 1 – “Raise the Roof R and L” (first 4-count):
• Step R – side-together-side while pushing palms overhead to the R (1, 2).
• Repeat to the L (3, 4).
Part 2 – Cross front R, tap out L. Cross front L, tap out R. (second 4-count):
• Step R foot in front of L (travel forward) tap L toes out to L side (5, 6).
• (Repeat other side.) Step L foot in front of R (travel forward) tap R toes out to R side (7, 8).
Part 3 – Hop back R, L, R, L (third 4-count):
• Hop R foot behind L foot (travel backward) swing L foot to the side (1).
• Hop L foot behind R foot (travel backward) swing R foot to the side (2).
• Repeat R (3).
• Repeat L (4).
Part 4 – Squat-slap, clap. Jump and “Raise the Roof” (fourth 4-count):
• Step R into a wide squat and slap floor with both hands (5).
• Stay in squat and clap hands (6).
• Jump in place, pushing both palms overhead (7, 8).
Part 5 – R Kick-cross-kick (fifth 4-count):
• While hopping in place, kick R foot to front, cross R ankle to L knee, kick R foot to front, then
land in place (1, 2, 3, 4).
Part 6 – L kick, cross-turn, kick (sixth 4-count):
• While hopping in place, kick L foot to front, cross L ankle to R knee while turning ¼ R (clockwise),
kick L foot to front, land facing new direction (5, 6, 7, 8).
• Be ready to start again from the beginning.
HIGH SCHOOL PE
ACTIVITY
BEAT IT! POCO LOCO
JIGSAW
Prep
• Music (track 8 or “Beat It!” by Michael Jackson –
available on various websites) and player
• Beat It Poco Loco Jigsaw Cards
(SPARKfamily.org)
• Beat It Poco Loco Video Demo and player
(SPARKfamily.org)
2
1
3
2
1
3
2
1
3
2
1
3
2
1
3
2
1
3
Set
• Begin using Electric Slide Cardio-Kickboxing Style as an ASAP.
• Form groups of 3 to use for 3-part Jigsaw
1. During Beat It! Poco Loco, you will learn a new type of dance, called a Poco Loco,
which has set movements for a song’s verses, instrumental, and chorus parts. Today’s
Poco Loco is to “Beat It!” It is a cardio kick-boxing inspired line dance.
2. This is what it looks like. (Demo or show clip.)
3. (Listen to the whole song with the class and point out each verse, chorus, and
instrumental. Check for understanding.)
4. Jigsaw Description
• To learn the moves for this Poco Loco, we will use the Jigsaw method. Turn to your
group members. This is your Jigsaw Group. Number yourselves 1, 2, and 3.
• Each member of the Jigsaw Group will join a separate Learning Group to learn the
moves to just 1 part of the Poco Loco. All number 1s will learn the verse, 2s the
chorus, and 3s the instrumental.
• After learning your moves, rejoin your Jigsaw Group to teach the part you learned.
5. You have 15 minutes in your Learning Groups to learn your part of Beat It. (Send
students to work in their Learning Groups for 15 minutes or so.)
6. On the signal, find your Jigsaw Group and teach each other the parts. The order is:
a. Verse 2X
d. Chorus 2X
b. Chorus 1X
e. Instrumental 1X
c. Verse 2X
f. Chorus 4X
7. (Allow time for Jigsaw groups to teach each other all of the parts, then practice the
entire dance.)
8. Now let’s do the Beat It Poco Loco together. (Do dance 1 or 2 times as time allows.)
9. Challenges
• How efficiently can you work together in your groups to learn and teach your part?
• Can you keep moving at least 80% of the time, while talking/discussing only 20%?
10. Think about…
• Could you get a better aerobic workout using this dance? How?
• Would you say this dance is a moderate or vigorous physical activity? Explain.
13
DANCE
MIDDLE SCHOOL
Teach
BEAT IT! POCO LOCO
Jigsaw Card
Part 1 – The Verses
MIDDLE SCHOOL
DANCE
(Card 1 of 3)
• At the beginning of the song, wait until singing begins, then do the
following moves for each verse.
Moves
Counts
Front kicks, moving forward: R-L-R-L
1-2-3-4-5-6-7-8
Back kicks, moving back: R-L-R-L
1-2-3-4-5-6-7-8
Slide as you “bob and weave” R, step together L
1-2-3-4
Slide as you “bob and weave” L, step together R
5-6-7-8
Cross punch R arm to the L
1-2 (“So -beat
it”)
Jumping jack
3-4 (“Beat it”)
Cross punch L arm to the R
5-6 (“Beat it”)
Jumping jack
7-8 (“Beat it”)
BEAT IT! POCO LOCO
Jigsaw Card
Part 2 – The Chorus
DANCE
(Card 2 of 3)
• When chorus is sung (“Just beat It…”) do the following moves.
• On the 2nd chorus, continue with “Beat It” moves until instrumental
begins.
Moves
MIDDLE SCHOOL
Cross punch R arm to the L
Counts
1-2 (“Just beat it”)
Jumping Jack
3-4 (“Beat it”)
Cross punch L arm to the R
5-6 (“Beat it”)
Jumping Jack
7-8 (“Beat it”)
8 uppercuts R-L alternating (wide squat stance)
1-2-3-4-5-6-7-8 (“No one
wants to be defeated”)
4 hooks (wide squat stance) R-L-R-L
1-2-3-4-5-6-7-8 (“Showin’
how funky…”)
2 double-Jacks (legs out first}
1-2-3-4-5-6-7-8 (“It
doesn’t matter… ”)
Cross punch R arm to the L
1-2 (“Just beat it”)
Jumping Jack
3-4 (“Beat it”)
Cross punch R arm to the L
5-6 (“Beat it”)
Jumping Jack
7-8 (“Beat it”)
BEAT IT! POCO LOCO
Jigsaw Card
Part 3 – The Instrumental
DANCE
(Card 3 of 3)
• These moves begin during the instrumental and last for 42 seconds
(begin at 2:35 and last 96 counts.)
• The “Beat it” moves (from Part 2 – The Chorus) continue until the
vocals are fading and the guitar solo starts. It’s OK to get into the
Instrumental moves a little early or late.
• Be ready to do the Chorus moves as soon as you hear “Beat It!”
MIDDLE SCHOOL
Moves
Counts
Speed-bag
(Do a boxer-shuffle as you punch an imaginary
speed-bag in front of your face)
1-32
Squat as you jab straight forward, alternating R
and L jab
33-64 (start when guitar
solo really picks-up)
Speed-bag
(Do a boxer-shuffle as you punch an imaginary
speed-bag in front of your face)
65-96
ACTIVITY
Stutter Stomp
Prep
• Music and Player (a Stomp track on SPARK HS
Music CD)
• Stutter Stomp Teacher Prompt Practice Plans
• Video Demo (SPARKfamily.org)
Set
• Use any previously learned dance as ASAP.
• Scatter students in lines throughout area.
1. Today we’ll learn a 2-wall line dance called the Stutter Stomp. (Review Stutter Stomp
Practice Plan with students.)
2. The Stutter Stomp is a fun and energetic line dance that switches between facing the
front and back of the room. This is one of 4 line dances that your team can choose to
perform during our Dance Olympics event at the end of the unit. (Demo or show Video
Demo.)
3. Dance & Practice: (Practice before or after dance, or both. Use Practice Plan. This uses
the “add-on” method: teach the first 8 counts, review, then teach the next, review from
the top, etc. Practice Plans include dance steps.)
4. Now that you’ve learned the Stutter Stomp return to your dance teams and practice
perfecting the steps as a team. (Provide each team with a Teacher Prompt Practice Plan.
Encourage communication, cooperation, and peer coaching.)
5. Cues
• “Listen & Watch” – Listen to cues and watch the steps.
• “Keep the Beat” – Follow the music. If you fall behind, jump back in on a 1 count.
• “Be Aware” – Give yourself room to move safely. Look out for others.
6. Think About…
• Is this dance a moderate or vigorous activity? Explain.
• Did your group’s performance improve with practice? Why or why not?
dance
HIGH SCHOOL
Teach
13
Dance Practice Plan
6
Stutter Stomp
• 2-wall line dance.
• Suggested Song:
Stutter (Maroon 5)
Part 1 – R step-pivot-turn 2X (first 4-count):
• Step R foot forward, pivot turn 180 degrees L (counter-clockwise), weight on L foot (1, 2).
• Repeat, coming back to front (3, 4).
Part 2 – Stomp-stutter R (second 4-count):
• Stomp R foot diagonally front R (5, 6), L foot steps to follow and repeat (7, 8).
Part 3 – L step-pivot turn 2X (third 4-count):
• Step L foot forward, pivot turn 180 degrees R (clockwise), weight on R foot (1, 2).
• Repeat, come back to front (3, 4).
Part 4 – Stomp-stutter L (fourth 4-count):
• Stomp L foot diagonally front L (5, 6), R foot steps to follow and repeat (7, 8).
Part 5 – Push-turn R foot (fifth 4-count):
• Push 4X with R foot while turning 360 degrees around on L pivot foot (1, 2, 3, 4).
Part 6 – R Hop-kick front, back, side-side (sixth 4-count):
• Hop on L foot and kick R foot to the front (1), to the back (2), 2X to the R (3, 4).
Part 7 – L Hop-kick front back, side-side (seventh 4-count):
• Hop on R foot and kick L foot to the front (1), to the back (2), 2X to the L (3, 4).
Part 8 – L step-pivot, turn, stomp 2X. (eighth 4-count):
• Step L foot forward, pivot turn 180 degrees R (clockwise) (1, 2), stomp L foot 2X forward next to
R foot.
Start dance again facing the opposite side of the room.
HIGH SCHOOL PE
ACTIVITY
Cha-Cha Challenge
Prep
• Music and Player (a Cha-Cha track on SPARK HS
Music CD)
• Cha-Cha Challenge Teacher Prompt Practice Plans
• Video Demo (SPARKfamily.org)
Set
• Use any previously learned dance as ASAP.
• Scatter students in lines throughout area.
1. Today’s line dance is the Cha-Cha Challenge. (Review Cha-Cha ChallengePractice Plan
with students.)
2. The Cha-Cha Challenge is a line dance that utilizes the Cha-Cha step. The Cha-Cha-Cha
is a Cuban dance originating in the 1950s and now listed as a part of the International
Ballroom Dance Classifications. This is one of 4 line dances that your team can choose
to perform during our Dance Olympics event at the end of the unit. (Demo or show
Video Demo.)
3. Dance & Practice: (Practice before or after dance, or both. Use Practice Plan. This uses
the “add-on” method: teach the first 8 counts, review, then teach the next, review from
the top, etc. Practice Plans include dance steps.)
4. Now that you’ve learned the Brain Cha-Cha Challenge return to your dance teams
and practice perfecting the steps as a team. (Provide each team with a Teacher Prompt
Practice Plan. Encourage communication, cooperation, and peer coaching.)
5. Cues
• “Listen & Watch” – Listen to cues and watch the steps.
• “Keep the Beat” – Follow the music. If you fall behind, jump back in on a 1 count.
• “Be Aware” – Give yourself room to move safely. Look out for others.
6. Think About…
• Have you ever seen a Cha-Cha-Cha performance? When and where?
• Do you think this dance will help you learn the ballroom version of the Cha-Cha?
Why or why not?
dance
HIGH SCHOOL
Teach
15
7
Dance Practice Plan
Cha-Cha Challenge
• Cuban dance.
• Suggested Song:
Cha-Cha (Chelo)
Cha-Cha Basic
1
L3
R
4 [8] &
L R
&
4
2 [6]
L
R
3 [7]
1 [5]
2
Part 1 – R foot tap front, back. Cha-Cha-Cha R (first 4-count):
• Simple tap (or Charleston style) R foot front, back (1, 2).
• Cha-Cha-Cha R (3, & 4).
Part 2 – L foot tap front, back. Cha-Cha-Cha L (second 4-count):
• Simple tap (or Charleston style) L foot front, back (5, 6).
• Cha-Cha-Cha L (7, & 8).
Part 3 – R forward, single-single-double (third 4-count):
• Forward step-twist R, step-twist L, then step-together-step to the R (1, 2, 3, & 4).
Part 4 – L forward, single-single-double (fourth 4-count):
• Forward step-twist L, step-twist R, then step-together-step to the L (5, 6, 7, & 8).
Part 5 – Twist walk-turn (fifth 4-count):
• Twist-walk (slow or fast) while turning L (counter-clockwise) (1, 2, 3, 4).
Part 6 – Chest pops R and L (sixth 4-count):
• Hands at chest level, pop chest toward R 2X, then L 2X (5, 6, 7, 8).
(Shoulders come back as chest pops forward – feet stay in place.)
HIGH SCHOOL PE