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  • Swinging movements like those of a pendulum. The swings must seem to be easy and relaxed.
  • Stand comfortably with feet apart and swing arms forwards and backwards; from side to side and in a figure eight with the emphasis on the downward part of the swing and a momentary hesitation on the upward part of the swing; move the body weight with the swinging movement.
  • Suggested combinations: swing one arm from side to side to a count of four, repeat with the other arm for four counts, repeat with both arms to a count of eight. Start with small movements and build up gradually to large circular movements, using the whole body.
  • Make your own combinations and alternate with stretching, e.g. swing arms in any way for a count of four and then stretch in any direction for a count of four.
  • Work in pairs, in rows or in canon.


Jumping from two feet. Bend the knees and push simultaneously with feet (jump), stretch knees and toes while in the air. Landing from the jump takes place through the toes, metatarsals and heels, followed by bending of the knees.

  • Jump forwards, backwards, right and left.
  • Jump, with quick, repetitive movements, up and down like a ball.
  • Jump like a frog, a kangaroo, a grasshopper.
  • Jump from one foot to the other.
  • Jump over water, over a gate.
  • Hop on one foot.

Suggested combination: four jumps on both feet (count to four), two jumps on right foot, two jumps on left foot (count to four), four jumps forwards, alternating feet (four counts) and freeze taking in an angular shape for four counts.

Make up your own combinations of jumps and movements; teach these to your partner.


  1. Why do we warm up the body?
  1. Give an example of a legato movement.
  1. Name the different levels in dancing.

Activity 2

To improvise and compose dance sequences [lo 3.2]

  • Use your imagination for movements e.g. Fast : an arrow, a squirrel, a jet aeroplane, fire; Slow : ice melting, a tortoise, big trees, the sun setting; High : kites, white clouds, climbing stairs; Low : caterpillars, white rats, worms; Turning/spinning : curling smoke, cd discs, wheels, tops, etc.
  • Explore to be ”, “ to do ” or “ feel ”, e.g. Water: “ to be ”: soap bubbles, rain, waves, etc.; ” to do ”: blow and play with soap bubbles, water ski, swimming in and under water, etc. ; “ feel ”: weightless or floating, walking in cold water, etc.
  • Work in groups or pairs and create a short dance sequence inspired/stimulated by an idea, a poem, a song or music that is clearly descriptive. The chosen material will determine the movements. It is important that the sequence has a clear beginning, middle and ending and that these parts can be distinguished from one another.
  • [ Images, such as the metamorphosis of a butterfly from the caterpillar stage: emphasise the changing levels, shapes, colour (dark/light), tempo with non-locomotoric movements like those of the caterpillar, the spinning of the cocoon in which it will curl up to ‘sleep’, the shell of the cocoon that will break and the butterfly appearing with weak, damp wings that gradually strengthen and allow the butterfly to fly high and low (locomotoric movements) ]


LEARNING OUTCOME 3: PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.

Assessment standard

We know this when the learner:

3.1 works creatively in dance with props, costumes, found and natural objects and instruments, alone and in groups;

3.2 sensitively uses the concept of personal (own) and general (shared) space in dance explorations.

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Source:  OpenStax, Arts and culture grade 4. OpenStax CNX. Sep 17, 2009 Download for free at http://cnx.org/content/col11087/1.1
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