MOSI + MOO Creative Dance Tips

In creating your dance program, it is always a great practice to be mindful of the language that dance educators use when teaching dance literacy for your dancers.

For the young child, different participation strategies and opportunities should be provided during the early years to promote and encourage the development of these important movement skills.

Children who develop physical literacy are more likely to have the confidence and skill development to be physically active with other activities as they get older.

The development of these dance skills, as seen below, are the basic building blocks for MOSI + MOO’s dance program. They are also the foundation to a child’s overall development while expanding their physical literacy skills. Not unlike learning your ABCs or 123s, these skills are critical for children to feel successful when they engage in other physical activities.

All of the MOSI + MOO classes are made up of movement concepts that are based on Laban’s Movement Analysis. Each lesson has elements from the five categories of movement, as listed below, which we have utilized to design for our program for 3 to 6 year-olds.

MOSI + MOO MOVEMENT LANGUAGE FOR 3 – 6 YEAR OLDS

1. BODY
   In the body theme, the young dancer focuses on WHAT WE MOVE! Body part recognition and understanding of how they lead and follow, making shapes like a ball and star, are emphasized.
   Shape of Body – ball, pretzel, star, wide and/or tall shape
   Body Parts – head, shoulders, arms, elbows, hands, belly, back, hips, knees, legs, feet
2. ACTION
   In the action category, the child focuses on HOW WE MOVE, utilizing different locomotor patterns such a galloping, running and marching. Non-locomotor patterns, with the body being held in one place such as bending, stretching, and twisting, also are explored.
   Locomotor patterns – walk, run, gallop, hop, skip, march, jump, leap, slide
   Non-locomotor skills – sink, rise, open, close, twist, stretch bend, sway, spin, swing
3. ENERGY
   The energy aspect focuses on HOW WE MOVE. The energy of the movement shapes is how they are expressed in dance. For example, dancers can quake, shake, shiver, quiver, and explode!
   Children can emulate:
   Toys– bounce, roll, swing, bops, flops, balance
   Under the Sea – curls wave, sinks, bob, wiggle, stretch, float, scuttle, swish
   Animals – leap, creep, pounce, tip-toe, bop, wiggling, worming, lunge, stomp, roar, scratch,
   Circus – wobble, fall, tip, swing, juggle, balance, sway, pop, sizzle, whirl, twirlWe take pride in that we use many dynamics in our MOSI + MOO dances.
4. SPACE
   The space category highlights WHERE WE MOVE. The use of a child’s personal (space around their body) and general (space around the room) are demonstrated.
   Directions – forward, backward, sideways, up, down
   Levels – high, medium and lowDance Levels such as moving high, medium, low: The Lion Pounce dance uses part of this vocabulary.We also have Dance Zones: in our Popcorn Pop! dance, we jump in many different ways like moving forwards, backwards, up, down, and side to side.
5. TIME
   The time aspect is designed to direct the dancer on WHEN WE MOVE our body. Here, the child develops different ways to move by focusing on tempo (fast/slow), weight (strong/light), flow (free/freeze), dance sequencing and overall rhythm of a dance.
   Time – fast, slow, strong, light, freeze, flow

Here are my top seven tips on how to be a motivating, engaging and compelling teacher!

1. ALWAYS LEAD BY EXAMPLE
   If you lack the energy or spirit, so will your little dancers! Try your best to always dance with your little dancers. In MOSI + MOO, I make sure I dance every dance with them. Even if you just begin the dance at the beginning of your class and end it, the young children will appreciate it so very much! Demonstrating dances also are very important so that the children have an idea of where the movement begins and ends and what the shape of it looks like!
2. ENCOURAGE YOUR DANCERS IN A POSITIVE WAY AND GIVE SUPPORTIVE FEEDBACK
   An example of positive encouragement may be “Great jumping dancers, can you now try side to side!” It always feels good to be told that you are doing a good job. In each and every episode of MOSI + MOO, I thank all of the dancers for dancing with us so they feel appreciated!
3. USE A THEME OR STORY TO GUIDE YOUR CLASS
   When working with a young child, if you explain the reason why you need a dance done, children will be more apt to dance and problem-solve with enthusiasm! That is why I love dancing out a story as the heart of our programming. Knowing why they are doing the task at hand will truly inspire children to move in ways that reflect their very best effort! In each episode of MOSI + MOO, Belle poses a question to the dancers: “Do you know of a way? Can you help too?”
4. ENERGY and COMMITMENT AT THE TOP
   It is so important to try to be as energetic and enthusiastic as possible. As Belle, I am up for any dance that MOSI + MOO want to do! Your positive attitude, and commitment to making your child’s dance class a positive one, can be the perfect ingredients to bring up everyone’s energy. It is easier to inspire others if you look and act inspired, and are excited to be part of the dance adventure.
5. CHARISMA IS COMPELLING!
   I know this may sound a bit funny but being a charismatic teacher motivates children. There is the fine art of being confident and knowing your material. The ability to capture the child’s attention right from the beginning creates a mood where they want to part of the adventure. Plan your class so that you know exactly where it is going and how it is going to end. This also helps with your confidence. When training teachers and caregivers in the field of dance, I always say, “Proper preparation prevents poor performance!”
6. AN INVITATION is INVITING
   Using language that sounds like an invitation will get kids moving, as opposed to being authoritarian. “Would you like to try? Can you help us? Would you like to join me? Let’s go! You’re Invited!” are all ways that make children excited about jumping on board and moving! Who doesn’t want to be invited?
7. SET UP SMALL GOALS AND CHALLENGES
   And finally, I always try to set small achievable goals or present challenges for little dancers. Challenges do really work! Children love them and will be engaged if a game is set up to be played. In many ways, every dance experience that I teach to the children is rooted in story, game, song, or free dance, such as in our Dance Party! In our Dance Games, children are presented with Super Duper and Super Duper Trooper Challenges!

When creating a lesson plan for the young dancer, I follow a five-part formula. Before we go into those specific parts, remember the following: each dance lesson should have a unity of experience. Themes, story dances, and dramatic games work well. For example: in MOSI + MOO, when we participate in a Dance Adventure at the circus, all explored movements of the day will involve circus imagery.

Being thematic in nature allows for the lessons to flow with clarity; the young dancers can then express themselves with great success. Each activity should be phrased in an order that is logical. Here is how I formulate my lessons:

SECTION ONE: A Warm-up Always Begins the Class
In the studio, I always start my dance program in a circle. A little welcoming dance that recognizes the start of the class creates an intention in a happy and safe container. Just as in MOSI + MOO, our opening dance warms up the dancers to our theme and movement vocabulary!

SECTION TWO: Recognize the Dancers
Saying the dancers’ names either in a warm-up dance makes for happier dancers. We all want to have a witness to our dancing when we are young.

SECTION THREE: Theme and Song are Introduced
In the third section of my class, the THEME, NEW SONG + DANCE are introduced and we focus on the TECHNIQUE of the dance. For example, we focus on how to bend, stretch, stretch, twist, point and flex! In MOSI + MOO’s Dance Adventure, our opening song and dance usually focus on the theme and a particular movement motif that will be needed at the end of our story in our problem-solving section! In the Under the Sea Dance Adventure, we begin with a Swish It dance and we use it later in the episode to swish off little starfish who have jumped on us for a ride!

SECTION FOUR: Locomotor Games and Dances
We’ve come to the locomotor game and dance section. This part of the dance class is always based in and around dance games. I find that this is an excellent time to get the children up and moving. Check out our Dance Game and Dance Party programming. There are amazing ideas to get your dancers moving with travelling steps! Locomotor patterns for this age include walking, running, jumping, hopping, galloping, marching, and sometimes skipping. (Less than 20% of 4 years-olds can skip but it is important to lay out the foundation of the skipping). After 4 years of age, I will also encourage children to change legs in a dance motif. Before that time, having 2 to 3 year olds use their dominant leg most of the time is part of their development stage!

SECTION FIVE: A Dance Story
Set the stage for the perfect dance adventure! For me, creative dance needs a story. A story gives you a navigational compass and purpose to explore different dances. Each and every episode of MOSI + MOO is based on a story, a problem and a core value. These elements make for a very exciting dance adventure and the beautiful imagery provides for rich and expressive movements, too!

SECTION SIX: A Free Dance
This section is often the children’s most favourite part! It is really important to give the child space to explore their very own movements! Letting children dance to music freely, openly, and joyfully is empowering for them! Our Dance Games are where dancers have the freedom to let off steam and really delight in moving their bodies gleefully.

SECTION SEVEN: A Goodbye Dance and/or Song
Having a goodbye ritual is important to the child. In my studio dance classes, we would perform a GOODBYE DANCE. I would say goodbye to each dancer as they dance across the room and end in a shape! In MOSI + MOO, the final jump through the mirror and our Goodbye Song close our time together. A thank you also is the icing on the cake!

When working with young dancers, we need to remember who they are and where their internal compass is set so that we can create the perfect class for these spirited, tiny beings.

The dancers that we focus on with MOSI + MOO are 3 to 6 years of age. We do know that younger and older dancers will also join in on the fun, but our program is designed for this age range.

AN ACTIVE AGE INDEED
First, this age group is very active. They love to jump, walk, hop, march, and run. Knowing that this age group needs to have simple locomotor and energetic activities to engage them is most helpful. Many of our locomotor patterns in our program integrate these movements. For example, in MOSI + MOO’s Let’s Go to the Jungle Dance Games, they emulate animals in a variety of ways. Always remember children learn through moving. They are not designed to sit for long periods of time.

REPETITION IS ADORED!
Do not be afraid of repeating games, songs, dances. I encourage it. And the children will LOVE IT. For example, in our Five Little Monkeys Nursery Rhyme Dance, we repeat movement motifs throughout so that children not only feel successful with the actions but also satisfied.

DANCE ACTIVITIES SHOULD BE SHORT
Remember that most children around this age have a short attention span (two or three minutes). All MOSI + MOO dance activities are strung together through theme but each activity last only 1 to 5 minutes.

KEEP YOUR STORIES AND THEMES FRESH WITH NEW INFORMATION
Children are are incredibly curious as this is a time that they are learning about themselves, their family and community. I always try to introduce new facts that are theme related to our dance class. For example, in MOSI + MOO’s Under the Sea Dance Adventure, I talk about starfish having teeny eyes on each of their five arms. Imagine that!

KEEP YOUR CLASS FLOWING
Little dancers love to move from one activity to another. I try to create a dance class that has a beginning welcome dance, then an introduction to the theme, a technique section where they are learning new steps or movements, followed by a free dance, and then wrap it all with a Goodbye Dance. This works very well for this age. We have tried to do the same with this series! From our Dance Parties to Dance Games, to our Dance Stories and Dance Nursery Rhymes it is so easy to move from one dance segment to the other!

The main goal of my work when dancing with children is to instil in them a sense of empowerment and joy! This also is the main purpose of our series, MOSI + MOO. This includes supporting the development of their self-esteem, helping to build their confidence, allowing them to find their place in the world, and creating a positive and joyful relationship with their environment.

Empowered children will grow up to change the world! Here are my five tips on ways to empower the child through the creative dance experience:

1. ALWAYS PROVIDE POSITIVE REINFORCEMENT
   Always listen, observe and acknowledge each and every child at least once in each class. This could be by simply saying, “Great stretching, Leo” or “Mary, can you do the first round of skipping?” Look. Listen. Look again. I do this all the time with MOSI + MOO and also acknowledge the little dancers watching, too!
2. GIVE THE CHILD SOME RESPONSIBILITY AT EVEN THE YOUNGEST OF AGE
   In MOSI + MOO, the final dance is chosen by the two little dancers themselves, Mosi and Moo! Here they put their heads together and choose the dance that they need to do in order to solve the story’s problem! In the dance studio or classroom, I do the same by offering a moment where a little dancer has a turn to share a dance or give a suggestion on how or what we can dance out next!
3. BE CLEAR IN YOUR COMMUNICATION
   When you express what you want your dancers to do, be sure that the child really understands what you are asking for. I love to explain it, then model it, then have them try it once before going for it! Be sure to use instructional and guiding words, too!Oh, and I never ever use sarcasm when working with children. They do not understand it. It confuses the receiver.
4. TRUST IN THEIR DANCING ABILITY
   My fourth tip is about empowering the child is showing them that you have trust in their dancing ability! Allow dancers to make mistakes: this is a form of learning. Let them know you really support their choices with their steps and problem-solving skills! Notice in the series that I always provide MOSI + MOO’s suggestion with a positive. As in that’s a great idea!
5. BE AN INSPIRATIONAL COACH MEETS DANCE TEACHER
   This is a process of developing their skills and providing them specific feedback to meet high standards. Be their coach and lead the child to success! Use language to keep them going like, “You can do this dancers! Great dancing!”You can accomplish this by enjoying, celebrating and guiding them to express their unique personalities and spirits. Each and every child will respond differently to songs, games, and dances. Acceptance is a very important form of encouragement. I keep a roster of positive things I can say to my dancers like
   • That’s the way!
   • Keep up the good work!
   • Terrific!
   • Nothing can stop you now!
   • Sensational
   to name a few!

Study after study shows that dancing, singing and listening to music for the young child increases brain activity in their overall cognitive development. The linked benefits of this cognitive enrichment are increased by repeating dance and music with story, song, reasoning and language!

Other connections of providing children with an experience that incorporates rhythm in their development are, in fact, more profound. Studies show that dance and music in a child’s development can help with:

• More developed physical coordination that includes balance and locomotor patterns
• Increased reading and mathematical skills
• More cognitive flexibility with task-switching and concentration

Just to name a few!

A young child’s exposure to moving and dancing to the beat will help carve new neural pathways in the child’s brain which, at specific times in brain development, will permanently increase the brain’s ability in cognition! So in fact, we are making our kids smarter! They DANCE to LEARN!

Beat acquisition helps in so many developmental processes for the young child. Just to be clear with our terms:

RHYTHM is the pattern of sound that can be repeated to a regular beat. In our Elephant Stomp dance, you can see how we play with a pattern of sound to the beat!

TEMPO is the speed of the beat. Here are some of the three ideas that I use to incorporate rhythm, beat and tempo for children!

CONNECT YOUR FEET TO THE BEAT
This really helps little dancers feel the beat. In all of our MOSI + MOO original songs, we incorporate actions and dances that reinforce rhythm. In our Lion Pounce dance, we move to a 3/4 tempo as we creep and pounce. In our Nursery Rhyme Dance, The Wheels on the Bus — Puppy Version, the beat is paramount with our movement!

INTEGRATE DIFFERENT TEMPOS, RHYTHMS AND MUSICAL STYLES IN YOUR CLASS
I always try to create opportunities for little dancers to listen and move to different musical rhythms. The pulse of the music is felt from within the little dancer. I find our Dance Parties perfect for this: each has a different beat, tempo and style of music, such as in our Outer Space episode.

ACTION-BASED NURSERY RHYMES ARE A SURE WINNER TO TEACH BEAT!
Teaching a chant or nursery rhyme and showing the steady beat is a great visual and physical activity. This trains the child to hold on to the steady beat and it really enlivens your dance class. If You’re Happy and You Know it, Row, Row Row Your Boat, London Bridge is Falling Down, and Five Little Monkeys Jumping on the Bed are all perfect examples of ways you can enhance beat acquisition!

Repetition with songs, dances and nursery rhymes are one of the greatest assets in teaching beat for the young child.

As we work with little ones, there are five simple golden rules that I try to remind myself each and every day! I hope that these inspire you as they have for me!

THE CHILDREN WE CARE FOR ARE THE MOST IMPORTANT PEOPLE IN THE WORLD
When I show up to guide the little beings that are in front of me, whether they are viewers or in a dance studio, they are the most important beings in my world at that moment! This is my best practice to guide them and make them feel empowered, safe, and happy.

EVERY CHILD IS TO BE TREATED WITH RESPECT AND AS AN IMPORTANT AND UNIQUE INDIVIDUAL
I do my best to use mindful, impactful and empowering language when working with a young child. Sarcasm never works when teaching. It is not understood and only confusing. My belief is that every idea offered by a child is a good idea and sometimes, together, we can choose a great one!

TODAY’S CHILD, WHEN GIVEN CREATIVE OPPORTUNITIES TO EXPRESS THEMSELVES THROUGH DANCE, PLAY, SING AND CREATE, BECOME TOMORROW’S LEADER
This is clear. The kind of confidence that is developed in children who are exposed to the arts and personal expression, especially dance, are the ones who have the skills to laterally problem solve, speak up for themselves and make compassionate choices that support others.

THE CHILDREN WE CARE FOR ARE NOT INTERRUPTIONS OF OUR WORK, THEY ARE THE PURPOSE OF IT!
When I am feeling frustrated, or tired or cranky or not wanting to teach, I remind myself that I am here for these little ones. My work is about empowering and teaching children to dance and find their own personal freedom. They are not interrupting me: I am purposefully showing up for them.

CREATING A SAFE, FUN, AND CREATIVE SPACE TO DEVELOP PERSONAL EMPOWERMENT IS THE MOST IMPORTANT VALUE WE BRING TO THE CHILDREN WE TEACH AND GUIDE
This is self-explanatory but dancing to learn is the biggest adventure you can provide your little one.

Here are three instructional methods when working with children. Each approach uses a different language and has different benefits. I love using all three techniques for every age group that I teach.

IMITATION
This approach is dance teacher-centred. Sometime little dancers may also be leaders. The movement is done by learning the dance, then copying it. At the beginning of each episode of MOSI + MOO, Belle lays down a dance motif and Mosi follows. My Magic Wand in our Royal Dance Adventure is a good example of this

When using the Imitation technique, your wording is very much like this: “My turn, your turn. Follow me. Copy me…” Dance activities that repeat, echo or copy are also part of imitation.

The benefit of this approach is that it truly generates a sense of unity. It also helps build a young dancer’s movement vocabulary!

GUIDED EXPLORATION
This approach is where the young dancer is at the centre of creation! Dancers discover and explore a wide variety of their creative potential. When MOSI + MOO are swimming with mermaids and a merman in our Ocean Dance Adventure, this is considered a guided dance exploration. They are moving based on the imagery set by Belle and are dancing the scene out based on their own interpretations.

In the guided exploration technique, your wording is like this: “See if you can, or let’s…ways. Make up your own way…” This approach is great for problem solving, experimenting, and creating new moves.

The benefits of this approach are that it builds creative skills, and develops confidence.

IMPROVISATION
This method involves responding spontaneously to a situation, idea or stimulus. I usually integrate this approach in a game-like or free dance structure. Our Dance Parties reflect this freedom of movement!

Your wording would use language like: “Pretend… Dance like…Imagine you to be… Make up your own dance…”

The benefit of this approach is that it allows for spontaneous related movements and expression. And when we express ourselves, we feel elated, joyful and empowered!

Here are some of my favourite group management tricks and tips that I have used for many years! It should be said that, when children dance, it is quite common for them to squeal and laugh. It is a child’s true nature to delight in movement! However, it is most important to have some tricks to handle and manage your class so that you can quiet down your enthusiastic dancers when you either explain a move or shift their attention.

A QUIET SIGN
Sometimes I love to establish a ‘quiet’ sign. Here are some of my favourites: a hand raised, hands on top of head, or a rhythm pattern – shoulders and head! The idea is simple: whenever I do the sign or action, the children copy it until everybody is quiet. It works like a charm!

CHANTS
I also love chants to create focus in my dance studio, classroom, or gathering. Here’s one idea that I use quite often: first, I raise my hand to get the children’s attention and then call out, “When I am on my toes, the mouth is closed..” or “Up and down, up and down, up to the sky and down to the ground.” You may need to repeat these phrases a couple of times until everyone is quiet.

INVISIBLE BALL
Another amazing and effective technique is my invisible ball game. I throw my invisible ball up into the air towards a dancer. While the ball is in the air, everyone hushes. When the ball is in the dancer’s hand, everyone tries to be very quiet so they can receive the next thrown invisible ball. This is such fun!

CLAPPING PATTERNS
The use of clapping patterns where children echo you are also very effective. Here are three of my go-to rhythms: 1,2,… 1,2,3… or 1,2,3,4,5,6,7. Or 1,2,…1,2,3,4,5. I can do the same on my drum and so can you on any percussion instrument or even a desk!

MOVEMENT GAMES
I often use the march count-along. Here, I begin to shout out ,”FIVE” (and hold up a hand), “FOOOOUUR” and so on. Everyone must count backwards with you, and after one, everyone says, “Three, two, one…JAZZ HANDS!’

CALL AND RESPOND
Call and response chants are also great when I need my dancers to focus. At times, I will call out this, “Hey, hey, hey!” Then little dancers call back, “Ho, ho, ho!” Then I say, “Look at me, it’s time to go.”

SIMPLE INSTRUCTIONS
Another impactful technique is this: “If you can hear me, clap once.” Continue to say this until the children hear you. Add clap twice, three times, etc.

KEEP IT ACTIVE AND FUN
Finally, with teeny dancers, keeping your curriculum and activities varied will keep them focused and paying attention. I always have a few extra activities in my back pocket to keep the class flowing!

Here are some of my favourite instructional techniques that I have used while teaching creative dance to the young child!

Imagination is one of the most important aspects of a child’s development! Creating and imagining stories and worlds of make-believe, whether it be in free play or dance adventures, develops the child’s creative, physical, social, cognitive and problem-solving skills.

IMAGERY
One way to do this is by utilizing imagery. In our Surfing Dance Party, I use the image of swimming to motivate children to dance, whether it be swimming forwards or backwards. Using imagery through a story or dance adventure is the catalyst that makes it possible for young children to relate to different movement concepts. It is much more exciting to jump like popping popcorn than just to jump. Remember that your images may be fantastical or real. We have a flying dragon in our Royal Dance Adventure and friendly seahorses in our Ocean Dance Adventure. Each creative dance activity should be filled with inspiring images!

A SAFE DANCING SPACE
Safety while dancing is really important. Children can and will bump and crash into each other if they are not instructed to pay attention to others while moving in space.‘Magic Powder’ is a fun little game that I have used to mindfully create a safe dancing space for children. I say, “I have this magic powder here and when I sprinkle it on you, you will shake, quake, shiver and quiver. Here we go.. shake, quake, shiver and quiver. Now that you have magic powder on, when you move in the room, you will make sure that you do not bump into anyone or anything!”

FUN CHALLENGES
Little challenges and dance adventures inspire and keep children on task. If a problem needs to be solved in a dance story, the child will be more willing to participate. In MOSI + MOO’s Safari Dance Adventure, little dancers realize that they can jump across hippos’ backs to the other side of the river to return Baby Giraffe to its family. This kind of motivation keeps dancers wanting to hop, bop and never stop!

OBSERVE, COMMENT, CORRECT, SUGGEST
The act of observing, commenting, correcting, and suggesting, as well as participating at times, will create an encouraging arena for creativity and exploration. I will say things like: “I love how Ben brings his knees up when skipping,” or “Lea is reaching so high to the tips of her fingers like a starfish.” Using joyful expressions like “Great job, dancers!” or “You danced so well today,” are encouragements that lead to participation.

REPETITION OF ACTIVITIES
Repetition in activities is very important for the young child. Our dance adventures are created with this repetitive format in mind with a beginning, middle and end. Repetition in teaching movement skills is also VERY important. Children get great satisfaction from learning a phrase and repeating it over and over again. In our Nursery Rhyme Dances, a movement motif is repeated over again like in London Bridge is Falling Down! A dance motif is like a movement phrase. Those dance phrases can be stitched together to make a little dance. Don’t be afraid of repeating dances, songs or games. Children really do love it!

UNDULATE YOUR SPEAKING VOICE
When using your voice, you must be mindful that you can modulate it. Sometimes you can be quiet, like quietly saying, “Look what I have here” or, a bit louder, “Ready, Set, Go!” Your voice is an important tool for inspiring an exciting class. It is very easy to stimulate movement possibilities just with the use of your voice. Changing the volume and inflection, and creating rhythmical direction with your voice are like using musical instruments. Having fun and being playful with your children will add to the joy!

HAVE A SIGNAL TO STOP AND START
Finally, having a signal for stopping and starting an activity; this will create a cohesive approach to the flow of the dance experience. In MOSI + MOO, the magical sound at the end of our journey signalling that we must jump back through the dance mirror is a great example. In the dance studio, I also love having a goodbye dance where each child has 20 seconds to do an end dance for the group!