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Dance Brainstorm and Crosswalk <br /> This is a good warm-up activity to take place before the show, if you have 10- I <br /> I <br /> S 15 minutes to spare. It also could be divided into two parts, with the <br /> S brainstorming before the show, and the crosswalk afterwards. If you do the I <br /> entire exercise before the performance, you can revisit it afterwards, to see if <br /> 1 the students would like to make some modifications based on what they j <br /> learned at the show. j <br /> Z j <br /> Brainstorming: Ask the students to call out different types of music, and write 1 <br /> A* these in one column on the board or flipchart. They may think of current j <br /> A* popular distinctions (e.g. hip-hop, rap), and if so, you can suggest they also j <br /> *N think of "older" styles of music to get a wider range (e.g. classical, blues). j <br /> Z j <br /> Ask the students to next call out different styles of dance, and write these in I <br /> *N another column to the right of the first one. Again, students may think initially <br /> of current dance styles, but encourage them to think more broadly. <br /> Crosswalk: Ask the students to match up the types of music most associated j <br /> with the types of dance, drawing lines between the two columns, as shown in <br /> the example below. You might give them an easy example first, such as j <br /> A* classical music matched with ballet. j <br /> Z j <br /> *N Example of Brainstorm Crosswalk j <br /> Music Dance l <br /> PO ular T'a There are no right or wrong 1 <br /> p p answers. Not all forms of music will j <br /> 1 Country Ballet be closely identified by your I <br /> students with a particular form of I <br /> *N Classical Hip-hop dance, and some students might j <br /> consider that any dance can be 1 <br /> A* Jazz Clogging done with any music. NCYTE j <br /> � dances include music of many I <br /> A* Bluegrass Swing genres that some might not <br /> associate with tap (e.g. bluegrass, j <br /> classical). The crosswalk exercise j <br /> may help students to recognize this, as well as point out that all types of j <br /> 1 music are fair game for a tap treatment. <br /> A* Rhythms of Life <br /> S j <br /> Rhythm is all around us every day, and tap dancers have taken some of their j <br /> AV <br /> inspirations from the sounds they noticed as part of their everyday lives. Ask 1 <br /> Z j <br /> - - - - - - - - - - - - - North Carolina Youth Tap Ensemble =Guide for teachers 9- - I <br /> - - - - - - - - - - - - - - - - - - - - - - - - - <br /> - - <br />