High School Dance Lesson Plan Part 1
I. Guiding Ideology
With the deepening of quality education, art education is more and more emphasized by the society, schools, and families, and as the main content of art education - dance education is also blossoming with other art disciplines in such an environment. As the main content of art education - dance education, but also in such an environmental background and other artistic disciplines blossomed. Everyone has the ability to dance, because dance originates from the body's movements, and everyone can not be separated from the action all the time, with the language of movement **** the same to express their feelings, to create and meet the needs of their own lives. People's life to participate in dance activities with the ability to dance, of course, also need to carry out a certain amount of acquired learning. For basic education, the main task is to change the concept of education, the implementation of quality education, breaking the original "teach by word and body" of the old education model, so that dance education to open up a new world!
Second, analyze the content of the material
The content of this lesson from the "general high school curriculum standards for experimental textbooks - music and dance" in the third unit of the Chinese minority dance part of the Dai is unique to Yunnan's ethnic groups, is a member of the fifty-six nationalities, the Dai people mainly live in Ruili, Xishuangbanna and other regions, the Dai national characteristics are distinctive and prominent, the people generally love song and dance, dance image vivid, delicate feelings, many of the movements of the animal simulation and beautification, the head, shoulders, waist, crotch, the formation of the arc, commonly known as the "three curves", the dance modeling has "sculptural
Third, teaching objectives:
(1) through the Dai dance teaching, so that students initially understand the basic style of the Dai dance, the basic modeling, rhythmic characteristics of the action.
(2) Expand and enrich the students' horizons and knowledge, and widely accumulate dance materials, so as to continuously improve their own appreciation, the ability to dance performance.
(3) Let the students of their own learning of the movements of the integration, learn a simple choreography.
(4) Cultivate and enhance students' love for minority culture.
Fourth, the focus of teaching:
Although the dance is the art of movement, but not just do the action, it is more important to reflect the characteristics of a national style. The focus of this lesson is on the basic movements of the Dai dance on the teaching, because students often do action is pure imitation, and sometimes imitation is not like, coupled with the content of this lesson is more, to strive to make them master the action, is the focus of this lesson.
V. Teaching difficulties:
This lesson. The difficulty is that the students are asked to create. Most of the students are from the countryside, it can be said that there is almost no dance foundation, choreography is difficult for them. In addition to the choice of dance class are female students, the future is likely to go to work will be used, so learn the basic dance choreography for them is also a basic skill. For our students, choreography may take two to three lessons to familiarize themselves with the basic dance movements before launching into choreographic activities.
Six, said the teaching method:
In order for students to more accurately grasp the style characteristics of the Dai dance, to overcome the key points of the dance and the difficult points, I mainly manipulated the following methods:
(1) visual image method: first of all, Dai's customs, cultural connotations of the Han children for those of us do not understand, in order for the students to be able to more profoundly appreciate this, I first took out the school performances in the first time, and then I took out the school performances in the second time. I first took out the school performance of the Dai characteristics of the clothing, through the visual stimulation and the teacher of the Dai girl's clothing to explain, and gradually lead to the physical characteristics of the Dai dance, so that students in the appreciation of the acceptance of knowledge in the introduction of the hand shape, hand position, I broke the previous kind of teacher to do, the students to learn the traditional mode, to find a lot of hand hand hand position demonstration chart, so that the students find their own movements, to match the movement, to avoid boring didactic form, to avoid boring didactic form, to avoid boring didactic form, to avoid boring hand position. Avoid boring didactic form, so that the abstract content is more visualized, but also played a certain role in strengthening.
(2) language inspiration method: the teacher's language is the most direct impact on the students, the teacher's language vivid, the students will be very easy to accept. In this lesson, I constantly use language to inspire students, so that they transform the role, convert themselves into a beautiful Dai girl, or imagine themselves as a golden peacock, so that they do the action will seem more confident, for us to complete the teaching objectives is very helpful.
(3) practice method: in the practice of student dance learning exercises, highlighting the emotional performance of music and dance.
Seven, said the learning method:
I think, in a sense, the teaching method and learning method is unified, what kind of teaching method has what kind of learning method, it should be said that the teaching idea determines the teaching mode, the teaching mode determines the teaching method and learning method. But whether it is teaching method or learning method, we must pay attention to the existence of students, centered on student learning, fully mobilize the enthusiasm and initiative of students' learning. According to the content of the textbook and the students' interest characteristics, I am in the guidance of the learning method closely around the teaching objectives, visual observation to imitate the teacher's movements, auditory to grasp the style of the Dai dance as well as the melody and rhythm of the piece of music, and constantly encourage and inspire them to take the initiative to learn. Focus on students' creative consciousness and practical ability to cultivate, and constantly infiltrate the quality of education
Eight, the processing and reorganization of teaching materials:
In the syllabus, this unit should be the first to introduce the minority dances are Mongolian dance, Tibetan dance and Xinjiang dance. But this is difficult for our students, because most students do not have professional dance training, and the Dai dance is still relatively easy to master in terms of skills. So first chose to learn Dai dance.
IX. Expansion of teaching materials:
Fully utilize the Internet to supplement and improve the teaching content of this unit. Our country consists of 56 nationalities, the dance styles formed are diverse, supplemented into the Dai dance content, expanding the students' artistic
vision, improve students' comprehensive artistic expression.
X. Analysis of the learning situation:
The content of dance learning tends to skills and techniques of training, because most of the students did not go through professional dance training, students dance foundation is very poor.
Eleven, teaching process:
1, organization and teaching: teachers and students greeted, I will let the students shout out the slogan of the dance class: show yourself! Let them always remind themselves: let the most beautiful side of themselves to show.
2, the introduction of the content of the teaching: content 1: the learning of basic skills.
Preparatory activities: play music, follow the music to do warm-up exercises. To the joints mainly, the purpose is to prevent and reduce joint injuries, enhance the elasticity and flexibility of the joints and muscle ligaments, prompting the central nervous excitement of the brain, to overcome the physiological inertia of the body's activities, and to invigorate the spirit.
Handlebar exercises: through the handlebar exercises to master the various parts of the body standardized single action, to overcome the waist when standing down the problem of powerlessness, to enhance the strength of the torso, to increase the strength of the leg muscles, openness and flexibility. Combination exercises: through the study of dance body rhyme exercises, so that students in the process of learning to increase the enthusiasm for learning and coordination of movements, is teaching to achieve good results. At the same time, pay attention to the study and practice of basic movements, not blindly pursuing specialized movements and enhance the difficulty of skills and techniques, and focus on the practice of the artistic expression of dance and the expression of emotions.
Content two: the penetration of related culture. The General High School Music Curriculum Standard puts "improving students' appreciation of dance and stimulating their interest in learning" at the top of the teaching objectives of the Music and Dance module. Dance class is also an effective way for students to have an aesthetic experience, which allows students to understand the folk dance culture, stimulates students' interest in dance learning, and improves the aesthetic ability of dance. Therefore, in the high school "music and dance" module of the learning process, the learning of dance skills and techniques is certainly important, and in the learning to improve students' dance appreciation should also be highly valued. In the classroom, closely around the teaching objectives to design the teaching content, teaching the relevant cultural penetration, in order to improve students' dance appreciation ability. For example, in the introduction of the subject, the first thing is to explore the causes of the Dai dance's basic posture and movement, such as, why the Dai dance hand movement is so why commonly used to send across the action, etc. This helps students to better grasp the basic body posture and movement. This will help students better grasp the essentials of the basic movements, and at the same time allow students to understand the essential characteristics of the dance, so that students know what they know and why they know what they know. In order to expand the students' artistic vision, accumulate the appreciation experience of Dai dance, and improve the aesthetic level of dance. The content of this paper three: Dai dance movement learning, movement combination creation. Focus on this link "music and dance" module in the dance creation, mainly according to the rhythm and mood of the dance to select the appropriate music or according to the music to design with the appropriate dance movements and formations. The embodiment of dance creation in teaching is mainly in the use of the basic movements of the Dai dance that have been learned, and the creation of appropriate dance movements and formations according to the music. The design of the choreography link is to let students use what they have learned, fully develop students' creative thinking, improve students' comprehensive ability, highlight the characteristics of high school students' dance learning, and also reflect the teaching requirements of the standard. In this teaching session, I used the method from perceptual understanding to rational understanding:
(1) The teaching of hand shape and hand position. Coupled with the description of the peacock as an animal, the students reinforce their memory.
(2) Then follow the practice of creation. This piece of content is the difficulty of the lesson, before the students create a dance, the teacher led a dance, let the students look at the same time, in order to bring the question: the teacher in the dance with those hand-shaped hand position, the teacher is how to choreograph? Let the students first understand what choreography is all about. Then, what the teacher should do is to encourage them to boldly create, live and learn, so that a group of four 8-beat movements should be able to complete. After the program, but also let them jump out, and everyone a piece to learn.
(3) class summary
twelve, perception and reflection:
leaders, peers, "Music and Dance" module is a brand new course, in the way of teaching no existing model to follow, and because of the positioning of the course objectives and the learning population of the specificity of the teaching of this course is more need for teachers to study the standard, a deep understanding of the essence of the standard, on the basis of teaching practice, active in the teaching and learning. On the basis of the standard, teachers should actively explore in teaching practice. Teaching how to reflect the basic characteristics of the art of dance, how to grasp the relationship between music and dance, how to dance appreciation, performance, choreography, how to stimulate students' interest in learning, and so on, are still waiting for the vast number of music educators for the **** with efforts. As the saying goes: teaching has a method, but there is no fixed method, the value of the method, with the deepening of education reform and the implementation of quality education, with the humanistic concept of education, free and lively way of education, for our education opened up a new world, a good dance class should reflect the "classroom teaching of life", so that classroom teaching is full of life and vitality. A good dance class should reflect the "classroom teaching of life", so that classroom teaching is full of life and vitality, through the teachers and students, students interact with each other on an equal footing, so that the students in the interesting and full of emotion in the scenario of easy and happy to accept the cultivation of beauty. As a teacher, I will continue to work in this direction, this is an attempt to open the class, inappropriate, I hope to get the leaders, fellow help, guidance! I'd like to thank you for your help and guidance!
High School Dance Lesson Plan Part 2
Activity Objectives:
1, after listening to, look at, try to feel the wonderful melody and nature of three-beat music, the initial learning to dance alternating steps, the requirements of the correct rhythm.
2. Inspire high school students to explore and try boldly.
Activity Preparation:
Tape, rhythm music. Footprints pictures (one red, one green). High school students right foot stickers red flowers, left foot stickers green flowers.
Activity process:
1, the game "body musical instruments": according to the nature of the different, rhythmic music (marching, dancing) to inspire high school students according to the beat of the random action, and can make a variety of sounds. Do mouth, hands, feet with more coordinated.
2, vocal exercises: lead singing, singing method to sing a good sound. Requirements for rhythmic distinctive, three-beat strong and weak sense of ups and downs.
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(lead) singing really happy (young) la-la-la-la
(lead) dancing really happy (young) hahahahaha
3, review the song "Happy Clapping Song": sing the joyful mood, and in the empty beat according to beat to make the action of the beat (such as clapping, stomping, shoulder patting, etc.).
4. Professor:
(1) Feel the wonderful melody of the dance song and master the rhythm of three beats.
① Feel the music two times: "How does this music sound and feel" (beautiful, good)." Listen to this music what you want to do" (dance)
② listen to the music while watching the teacher perform: "Listen to this good music I also want to dance, you listen to this music is a few beats" (three beats)
③ listen to the music while watching the teacher perform the second time. (High school students listen to the music while clapping at the rhythm of three beats, accompanied by rhythm music each once)
(2) Appreciate the song, and further feel the lyrical and cheerful mood of the music and the main information, tell the name.
① Teachers sing the song, high school students appreciate." What is sung in the song" (dance) "This is a very beautiful, very nice, singing and dancing at the same time sounds very joyful."
②The teacher sings the song again." The song sings how we kind of dance" (pulling and dancing in a circle) Tell the name "Circle Dance" and repeat for high school students.
(3) Learn alternate steps.
①The teacher sings a song and dances with alternate steps. High school students observe the movement of the teacher's feet and out the rhythm of the teacher's feet. (two times)
② Teacher demonstrates alternating steps." How does the teacher's feet move when he dances?" Lead high school students to discuss after careful observation (one foot walks a little, two feet alternately) tell the name of the dance step: alternating steps.
③ Demonstrate the alternating step." How the two feet walk alternately" After the high school students discuss, the teacher demonstrates two graphic feet (red on behalf of the foot, green on behalf of the left foot), demonstrated on the blackboard,
while shouting the command:
- two, three, one, two, three, left-right, left-right, right-right. Inspire high school students to observe the essentials of the movement.
④ Demonstrate the alternating step with two graphic feet, and inspire high school students to try to follow the alternating step while observing and exploring.
Teachers ask: "how the left and right feet go forward" high school students try to jump, after discussion, the teacher summarized: "the right foot forward a small step, the left foot followed the right foot to take a step, and then the right foot forward a small step." Teachers read the command and children's song while demonstrating: left-right-left, right-right-right; two good friends, follow closely; you walk and I walk, I walk and you walk ......
⑤ High school students practice alternating steps.
Slow down the speed, under the prompting of the teacher's oral command and verbal rhythm, sit and practice, reminding to take the right foot of the saffron sticker first.
Teachers on the blackboard while demonstrating the graphic jump alternating steps, while using oral commands, children's songs to prompt high school students to observe and follow the jump. (Sit on the seat and follow the jump → stand up and follow the jump → walk slowly and follow the jump)
(4) Complete demonstration, further feel the movement of the alternating step and follow the jump.
①The teacher sings and walks the alternating steps to dance in a circle." Look at the teacher dancing feet do what action "step is big or small," "how the body"
② Teacher singing while dancing with big and small different pace of the alternating steps, inspired high school students to make a comparative observation." Alternate step should be how to jump step big good-looking or step small good-looking "" jump alternate step when the body how" high school students discussed, the teacher jumped while summarizing: "jump alternate step, step should be a little smaller, chest up, the body with the footsteps to have a little swing, step right foot body to the right a little swing, step left foot body to the left a little swing to the left.
③ Slow down the music, the teacher sings and takes high school students to practice.
④The teacher sings and dances the alternating steps with the strong high school students, while the other high school students accompany them with rhythm music.
⑤ The teacher sings and leads the class in the alternating steps.
5. The high school students leave the room with the music.
High School Dance Lesson Plan Part 3
Activity Objectives:
1. To guide the high school students to experience the close friendship of unity and love among Uyghur children.
2, learn Uyghur dance, perceive the unique style of dance, high school students are required to dance enthusiastic, unrestrained, cheerful, light-hearted.
3, learn the basic steps of the Uyghur dance: wrong step, stomping and clapping, in and out of the step Preparation: site, tape, tape recorder
Activity process:
(a) Introduction: Teachers wearing Uyghur hats, beating the drums into the classroom, arousing the high school students' interest in dance.
(2) unfolding part:
1. Ask the high school students to say what they know about the Uyghur people. The teacher introduces the characteristics of the Uyghur people and their dance characteristics.
2. All high school students enjoy the music "Little Friend, Hello", experience the enthusiasm and cheerfulness of the music, and familiarize themselves with the rhythm.
3. Teachers and high school students perform freely. Teachers focus on demonstrating the dance steps, and ask high school students to create dance movements and dance along with the music.
4. Teachers demonstrate and explain the wrong step, step in and step out, stomping and clapping, etc. Teachers guide and ask high school students to correct each other's movements.
5. Dance with the music, practice repeatedly in groups, and ask high school students to guide each other, self-evaluation and mutual evaluation.
6. Ask individual high school students who dance well to lead everyone to practice together.
(C) end part: the teacher summarizes and evaluates, high school students listen to the music and run and jump step out of the classroom.
High School Dance Lesson Plan Part 4
I. Teaching Objectives:
1, through the teaching and teaching of basic knowledge of dance, so that students have a preliminary understanding of the basic theory of dance, the commonly used terminology, and can be applied in the practice of dance learning.
2. The basic training part of dance, that is, the training of the basic ability of the students, such as: the development of the students' ability to develop the muscles of various parts of the body, the training of the flexibility of the joints, the ability to control the body's activities, flexibility and stability, as well as jumping, turning, turning, and other kinds of skills.
II. Place of instruction:
Dance classroom
III. Arrangement of content:
(1) Basic body training:
1. Feet - tensing feet, hooking feet, half-hooking feet
(1) Tensing Feet: Action: the back of the foot is tensed, the toes press down, and the soles of the feet form an arch. Downward pressure, the bottom of the foot to form an arch, beginners can be trained by external pressure.
(2) Hook foot: action: the back of the foot is tightened, the toes are hooked upward, and the heel is stretched forward.
(3) Half-hook foot: action practice: in the base of the tense foot, the toe hooked up, the instep remains the same.
(4) Wraparound foot: action practice: (eight beats to complete) ready posture, tense toes, legs together, straight legs sitting on the ground, hands on the side of the body to support the ground. Practice ① (from inside to outside around): 1-2 feet hooked up; 3-4 heels do not move, toes apart; 5-6 feet in the separation of the basis of taut; 7-8 feet together, restored to the ready position. Practice ② (from the outside to the inside around): 1-2 feet toes taut and separate, heels close; 3-4 feet toes separate hooked; 5-6 feet in the form of hooked feet together; 7-8 feet taut and return to the ready position.
Training requirements:
Hooking the foot requires power to the heel. The tense foot requires power to the toes, and try to stretch to the distance. Half hook foot should pay attention to the power to the forefoot, the big foot straight.
2. Legs - press the leg, lift the leg, kick the leg
(1) Sit and press the front leg: action: ready posture, tense feet and legs, upper body vertical sitting on the ground, waist, chest, head up, and hands on the side of the body to support the ground. Practice: the upper body vertical downward pressure close to the legs, hands through the side of the body to the top of the head to support the toes. After lifting the upper body, return to the ready position.
(2) Sit and press the side of the leg: action: ready position, sit on the ground right leg straight, left leg side of the bent leg, right hand to support the ground, left hand palm. Practice: the upper body to the right leg downward pressure, the left hand to support the right leg. Pressing the left leg is the opposite action.
(3) Sit and press the back leg: action: ready posture, double kneeling, hands on the thighs. Practice: press the right back leg, the right leg straight to the rear, hands on the side of the body to support the ground, the upper body backward downward pressure, pay attention to try to use the back of the waist, the head close to the right leg, the restoration of the posture, the upper body to be vertical. Press the left leg in the opposite direction.
(4) Lying body to lift the front leg, kicking the front leg: action practice: ready posture, tense toes straight leg lying body, hands small seven position. The practice of lifting the front leg: taut right foot slowly lifted upward, pay attention to the power to stretch to the toes, toes leading up, landing to be light. Lift the left front leg and do the opposite. The practice of kicking the front leg: accelerate the kick up and down on the basis of the action of the front leg.
(5) side lying body lifting the side leg, kicking the side leg: action: ready posture, tense toes legs together, side lying body, facing the 7 o'clock, the left hand straight above the head, the right hand elbow to support the ground. The practice of lifting the side leg: the right leg is straight and slowly lifted, the right leg back to the right ear when lifting the leg. Kick the side leg: follow the same route as the side leg, and kick the side of the ear quickly. The left leg is the opposite of the right leg.
(6) Kneeling to lift the back leg, kicking the back leg: action: ready posture, kneeling legs, upper body slightly forward, hands on the ground. Lift the right hind leg practice: straighten the right leg backward and tense the toes, slowly lift, pay attention to lifting the leg when the crotch, with the waist, toes leading up. The left leg moves in the opposite direction. Kick the right back leg practice: on the basis of lifting the back leg, fast back kick.
Training requirements:
Leg training should maintain the accuracy of the posture. Pressing the leg should pay attention to the straight knee. The body should be straight, and the head and hands should be as close to the toes as possible; the kicking leg should pay attention to the swiftness of the kick up and the gentleness of the landing; the side leg action should pay attention to the side lying body with the waist straight and the hips tightened, and should not be lowered, and the buttocks should be lifted.
3, waist - upper waist (chest waist), side waist, middle waist
(1) sitting on the top of the upper waist: action practice: ready posture, tied feet and legs sitting, upper body vertical, finger tips body side on the ground. Practice: head, neck, shoulders, chest and waist try their best to go down backwards.
(2) Kneeling by the waist: Action: Preparatory posture, double kneeling sitting, upper body straight, hands behind the back. Practice: slow lifting of the hips is kneeling, while both hands from the lower left to the right double wobbly hands, was the wind flag, down the side waist. This action left and right can be trained.
(3) kneeling in the waist: action practice: ready posture, legs together kneeling, hands on the thighs. Practice ①: hips up kneeling to the right after the lower back, while the double break up to grab the ankles. Practice ②: hands through the breakup of the waist, to the right after the lower back.
(4) twisting the waist: action practice: ready posture, double kneeling, hands on the thighs. Twist to the right, hands out to the front at the same time to lift the buttocks, the upper body slightly forward, and then paddle to the right, the upper body with the hands to the right side of the waist, looking at the right side, the right hand to support the right ankle, the left hand above the head of the natural downward spiral. To the left side of the waist wringing action is the opposite.
(5) Shabu Shabu: Action: Prepare for the posture, sit on your knees, and press the palm with both hands. Practice: Extend your hands forward shoulder-width apart, lean your upper body forward (front waist), move your upper body and head together with your hands to the right side (right side waist), then to the back (middle waist), move to the left side (left side waist), and then revert to the ready stance. Move to the left side of the waist and back (center waist), then to the left side (left side waist).
※Training requirements:
When lowering the upper waist, the middle waist is vertical, not collapsing the waist, the chest and waist are upward, the neck is relaxed, and the breath cannot be held. The hips should not move when the lower side waist is down, the right side waist is down, the left side waist is up, and the posture waist is stretched. When lowering the middle waist, the breath is relaxed, try to use the middle and upper waist, and the head is close to the buttocks. When shabu shabu, the head, hands, and upper body should be consistent, and try to use each part of the waist as much as possible.
(2) Learning simple modern dance movements
1, basic footwork
2, upper body exercises: head, bladder, chest and waist, legs, hips and waist, and back
3, sit-ups, butterfly, and crotch exercises
4, kicks: front kicks, side kicks, and back kicks
4, class summary
Summarizing the strengths and weaknesses of the class, and providing the student with the opportunity to learn more about modern dance. The advantages and disadvantages of this lesson, and put forward hope to the students.
High School Dance Lesson Plan Part 5
I. Design Intentions
Art activity is a kind of individual feeling and personalized expression as the main way of activity. The Outline points out that young children's artistic activities are an important way for young children to express their understanding and emotions, and the ability of young children's artistic activities is gradually developed in the process of bold expression. Rhythmic activity is an important part of children's art activities, but also the form of art activities that children like, can make children in a relaxed, lively, pleasant environment through the body movement to feel the music image, through the expression, movement to express their thoughts and feelings. Therefore, I designed this activity.
Second, the activity objectives
Cognitive goals: to feel the nature of the song cheerful, lively.
Ability goal: to learn the basic movements such as kicking and jumping, pointing the shoulders and turning the wrists. Emotional goal: to experience the joy of dancing with peers.
Third, said the activities of the important and difficult points
Key points: feel the nature of the song cheerful and lively.
Difficulties: learning to kick and jump, point shoulder, turn the wrist and other basic movements.
Fourth, said the activity preparation
Music "pick up beans"
Fifth, said the teaching method
Teaching method: 1, demonstration method: the teacher complete or part of the difficult action demonstration, guiding young children to observe carefully; 2, decomposition and combination method: the action of the key, difficult and basic movements first decomposition and then combination; 3, observation and imitation method: teacher demonstration, young children to follow; 4, individual teaching method: young children to learn; 4, individual teaching method: to the children to learn; 4, individual teaching method: to the young children to learn; 4, individual teaching method: to the young children to learn; 4, individual teaching method: to the young children to learn. Individual teaching method: individual coaching for young children, tailor-made teaching; 5. Explanation, prompting, command method: use language to help young children understand, feel, master and express the content of the dance. Learning method: 1. Observation method: attract children's attention and inspire them to learn on their own initiative. 2、Operation method: cultivate children's practical ability and imitation ability.
Six, said the process of activities
(a) the beginning of the part
Teachers and children greeted, and do warm-up exercises together.
(b) the basic part
Today, we come to learn a new dance, it has a very nice name called "picking up beans", is a northeastern rice-planting dance, the children do not want to learn ah (want to) well, then we first listen to the children's song of the music melody.
1, play the dance music, so that children are familiar with the music melody.
2, the main action and requirements
a, jumping and kicking step: feet alternately tense foot kick jumping and running.
b, point shoulder pick up beans: one hand palm down on the shoulder, the other hand next to the hand.
c. Ri around the flower: from the spreading hand through the group of hands around the wrist, stop to press the wrist, with the wrist to drive the handkerchief flower.
d, pressure on the heel: the body leaning forward, the knee force, the heel slightly raised, a beat press down, the requirements of strength.
e. Butterfly flower:
(1) Both hands 8 points in front of the diagonal downward position of the cross in the winding flower, at the same time, the body to 1 point, twisting the body to 8 points.
(2) Cross hands in oblique downward position, body to 1 point at the same time.
(3) Both hands 2, diagonal downward position in front of the same point, body to 1 o'clock, twist to 2 o'clock. Preparation position: 3 o'clock position ready, body to 7 o'clock, both hands shoulder in front of the pressure of the wrist holding the scarf to prepare for the music: children set up the dance movement.
(C) the end of the part
1, teachers and children **** with the performance of the dance.
2, children, this song is good? Like this dance? Then today when you go home, perform the newly learned dance to your mom and dad and your little friends to see.
Seven, said the extension of the activities
Today, when we go home, the children to the dance to re-edit a few movements, the next time the activities of the performance to the teacher and the little ones to see.