One, Two, Three, Four

Great for: challenging proscenium-arch habits and circular movement patterns, developing simple movement patterns, and encouraging learners to move away from predictable responses to musical phrasing

 

Ask learners to move freely around the space without being restricted by a ‘front’. Encourage them to change direction, fill the spaces left by others, and explore travelling sideways and backwards as well as forwards.

 

Create a movement code by connecting the numbers one to four with a different movement. For example:

1 = jump
2 = turn
3 = drop to the floor
4 = moment of suspension

 

Call out the numbers while learners are travelling around the space. When a number is called, learners perform its associated movement before continuing to travel.

 

Introduce the movement connections gradually, at a pace appropriate for your learners. Once learners are familiar with the code, vary the order and frequency of the numbers to encourage them to respond rather than anticipate.

 

When using music, encourage learners to avoid linking their response to a particular beat or point in the musical phrase. For example, avoid always calling a ‘2’ on the same beat. This helps to disrupt predictability and encourages learners to listen and respond independently of the musical structure.

 

Adaptations:

- Use fewer or more numbers

- Increase or decrease the pace

- Invite learners to call out the numbers

- Simplify or develop the movements

- Combine numbers to create sequences, e.g. 1–2–4