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Dance the 8 Count Lindy.
Modify the 8 Count Lindy with modern movements.
Create student inspired 8 Count Lindy dances.

","materials","","preparation","

Determine physical space needed.

Read through Dance the 8 Count Lindy lesson.

Watch 8 Count Lindy Hop; practice the dance.

Create enough space for dancing.

Setup audio and video.

","worksheets","

Dance the 8 Count Lindy Diagrams

Dance the 8-Count Lindy Diagrams

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Videos:

\"The Forever Swing Suite (Excerpt)\" by JALC
Dance the 8 Count Lindy Hop
\"Until I Met You (Corner Pocket) by Joe Williams
\"Whiteys Lindy Hopers\"

\"Whitey's Lindy Hopers\"

\"Until I Met You (Corner Pocket)\" by Joe Williams

","steps","

Engage – 5 minutes:
- Ask:
- Play the video Clip: \"Forever Swing Suite (Excerpt)\". Prompt students to feel the music, moving their feet, hands, fingers or shoulders.
- When the clip ends explain that the feelings were their bodies responding to the music’s pulse or beat. In the clip, the pulse or beat is very bouncy, it makes you want to get up and move.
- Say: “We’re going to use that feeling to learn a popular jazz dance, The 8-count Lindy Hop.”
Explore I - 30 minutes:
- Ask students to walk in place together while counting to eight out loud.
- Tell students that each number represents a beat or pulse.
- Model steps and chant. Use Diagram I as a reference.
- Say, “We’re going to change it up a bit by adding the word, ‘and.’ When we say and, we quickly step.”
- Model steps and chant. Use the Diagram II as reference.
- Tell the students that the “and” represents half of a beat.
- Explain the different ways we can count. Say, \"We can count '1 through 8,' or add 'and' in-between each number or mix it up.\"
- Model steps and chant. Use the Diagram III as a reference.
- Play “8 Count Lindy Hop.” Pause and/or rewind the video as needed.
- After the video, explain that the Lindy Hop broke the mold of traditional or popular dances of the time. The dance explored new rhythms and spontaneously movements of the time; this meant improvisation was occurring in dance. TIP: Improvisation meaning making something up on the spot.
Extend I - 15 minutes:
- Tell students they now have an opportunity, as a class, to change the 8 Count Lindy Hop.
- Ask:
- Say, “The Basic 8 included a rock step, a triple step, a rock step and a triple step. We counted them by saying: 1, 2, 3 and 4 and 5, 6, 7 and 8. Let’s create a new basic step that includes both one and half counts in our move.”
- Ask the group for some possible new 8-count moves.
- Select a new move and have the students practice it as a group.
- Say, “Now it’s your turn! Your job is to create a new basic step. You:
Tip: If students are nervous about performing, as the facilitator, offer to go first. Being silly and daring will show students it’s okay to try. If the group struggles with this type of activity, turn the Reflection into a discussion.
Extend II - 7 minutes:
- Play the YouTube Recording of \"Until I Met You\" by Joe Williams.
- Invite students to stand in a circle.
- One at a time, have students perform their updated Basic 8.
- Play the video \"Whitey’s Lindy Hoppers.\"
Reflect - 3 minutes:
- Ask:
Outcomes to look for:
- The use of both one and half beats in developed moves.
- New dance moves match the students’ personalities, or their preferred dance styles.

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Dance the 8 Count Lindy

Dance the 8 Count Lindy

Dance the 8 Count Lindy

Overview