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While students are working on BLM#2 encourage them to also consider all situations outside of dance that may have lead to current conditions (ie other sports, car accidents, poor posture.)  Be conscious of students who have unique physical conditions, if they choose not to draw attention it through this activity it is their right (i.e. scoliosis, forward head)

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Where are the areas of strength, weakness, flexibility, tightness, injury, imbalance and/or hyper-extension in your body?

Possible alternative training techniques that are covered earlier in the course may include Yoga, Pilates, the Alexander Technique, the

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The Body Map and Personal Remedial Training Chart will provide information for the teacher on the students' conceptual understanding of their own physical conditions and their needs.

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Distribute  BLM#1 Body Map to each student. Instruct students to colour areas of the Map that represent strength, weakness, flexibility, tightness, injury, imbalance and/or hyperextension on their own body.  A legend indicating which colour represents which condition should be included. Post the terms associated with the "Language of Anatomy" (including anatomical planes and movements of the body) around the room.

Once students have collectively contributed to the definitions for the "Language of Anatomy", ask the class to demonstrate various movements to you to see if the terminology has been understood. (ie "Flex and Extend your Foot", "Show me medial rotation in your upper left thigh.") Many of the terms should be familiar to the students through their regular use in dance instruction.

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Students will use anatomical knowledge and apply it to their personal  body. Specific limitations and strengths will be identified. The purpose of the lesson is for individuals to accept and recognize their current physical condition as a work that will continually be in progress. This will heighten body awareness in each dancer and ideally prepare students to take responsibility for their own conditioning.

If it is assumed that students know basic parts of the muscular and skeletal system by Grade Twelve, and it is not covered in course material, a review hand-out should be provided so that the students can properly participate in Minds On.