When I teach choreography with counts, I like to have the students repeat the counting to reiterate the importance of phrasing and timing. This is a fun, educational (and applicable!) activity for all ages/levels. ITALIAN: Uno / De / Tre / Quattro / Cinque / Sei / Sette / Otto SPANISH: Uno / Dos / Tres / Cuatro / Cinco / Seis / Siete / OchoįRENCH: Un / Deux / Trois / Quatre / Cinq / Six / Sept / Huit Here’s a fun Classroom Activity- teaching your students to count to 8 in different languages! It is a valuable part of their dance education experience! Activity: Teaching 8-Count in other Languages This skills transfers to shows, dance teams, and auditions. Occasionally, I will stop the lesson of regular classes to “find the 8 count!” Students learn to be ready for it- which means they are diligently counting in warm-up, across the floor progressions, and in combinations. For this exercise, we vary types and tempos of music used. ![]() To notate the phrases, we clap or march and say the counts out loud. Students will take turns finding an 8-count of phrasing in the music, and they will “pass” the phrase onto another dancer who will work to continue the phrasing and counting of the particular music. We will open a class with round robin style counting exercises. This will make your students more adaptable as they work with other teachers and instructors. Explain the different possibilities for timing and counting. Musicality strengthens a performance into an experience. In dance, counts are the road map to success. ![]() The understanding of musicality and musical phrasing is an essential part of being a successful dancer, teacher, and educator. There are so many times that I’ve asked a student to find an 8 count. ![]() Here are a couple of exercises I have integrated into my classes to work on teaching rhythm and helping our understanding of music: Finding the 8-Count: Phrasing, tempo, and rhythm are concepts that require detailed explanation and practice in execution and understanding in all styles of dance. Now, as a teacher, I notice that many students, across varying ages and skill levels, struggle with the musical components of dance instruction. I could easily and proficiently count music, read music, and identify an upbeat or downbeat. Growing up, I trained in all styles of dance and played a musical instrument, the piano. JDance Curriculum Development Chasta Hamilton Teaching Rhythm in Dance: Ideas and Exercises
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