![]() Moving through subdivisions with a specific step or improvisation. This can be done with ANY piece of music! Nursery rhymes are just my go to when starting out, but when working on this for myself I try to work with jazz standards, sometimes specifically focusing on one instruments’ solo, or hip-hop, R&B, or rap music. If you can do this while staying in time to a nursery rhyme or other short songs, start to branch out to longer tunes. This is a more advanced exercise, as the idea is that you’re still singing the song as is, but dancing on, off, and around the melody. Once you or your students feel comfortable moving and singing simultaneously to just the melody or lyrics, you can move onto filling in the empty spaces with movements or sounds as well. ![]() Then everyone else in class has to guess what they are playing, a super fun game for kids! To put this in the context of other dance forms, this would be a great exercise to do with specific movements such as tendues, grapevines, anything that moves across the floor, any improvisation, and so much more. ![]() Once they are able to make it through the whole song and hit every note of the melody (or every syllable in the lyrics), I ask them to think of a different song but keep the title to themselves. I use this most often with tap dance improvisation, as singing a song you know and only dancing to the lyrics is incredibly helpful if improvisation seems intimidating or if you want to break away from a habit in your improvisation. Musicality in dance meaning series#This can be done with improvisation, a specific step, or a series of steps in any genre. I ask them to sing the song out loud and dance only to the words and nothing else. It’s great because the melody has space at the end of almost every phrase and I’ve never met anyone that doesn’t know the song.
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