Video transcript
Warm-ups for your choir (secondary) - eClass 1 - Physical and breathing activities - 01. Wake up!

LIZ SCOTT: We're going to do a very special exercise called the 'rubber chicken' that some of you will know. So it involves you doing the following: you're going to start-- you're going to mirror me-- so you're going to start with the arm that's on Ben's side of the room, and you're going to, in a very high voice, go 1, 2, 3, 4, 5, 6, 7, 8. 1, 2, 3, 4, 5, 6, 7, 8 and then you're going to shake one leg. 1, 2, 3, 4, 5, 6, 7, 8. 1, 2, 3, 4, 5, 6, 7, 8.

And then you do the same thing. 4, 2, 1, and then at the end, you lean forward without hitting your head on the chair in front of you, and you go, 'rubber chicken'. Got it?

[students laughing]

Here we go. 1, 2, ready, go.

ALL: 1, 2, 3, 4, 5, 6, 7, 8. 1, 2, 3, 4, 5, 6, 7, 8. 1, 2, 3, 4, 5, 6, 7, 8. 1, 2, 3, 4, 5, 6, 7, 8. 1, 2, 3, 4, 1, 2, 3, 4. 1, 2, 3, 4, 1, 2, 3, 4. 1, 2, 1, 2, 1, 2, 1, 2. 1, 1, 1, 1, rubber chicken.

LIZ SCOTT: Amazing. Don't you feel warmed up now? I'm going to wake you up first by doing a pattern of clapping and other things. So just copy me. Some of you know this. Here we go. So we go.

[clapping the pattern] 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9.

You're going to step, and I'm not going to break my leg, and you're going to step this direction. All right. Do it now. Here we go-- let's go from the beginning again. Ready, go.

[clapping the pattern] 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9.

Now, we go back to the beginning, but this time, we're going to go the other direction. Ready, go.

[clapping the pattern] 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9.

Now, to confuse you further, we're going to make sure, when we're going to step this direction, you're going to start with your left hand. So as in, [clapping the pattern] 1. 1, 2, 3. 1, 2, 3. Always this hand goes first. All right? And then you're going to step that direction of that hand oh-- whatever it is, and then when you go in the other direction, you start with your left hand-- I mean, your right hand, my left hand. Yes? 1, 2. Does that make sense? Here we go. Ready, go.

[clapping the pattern] 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9. Got it? All right. Emily, have you got it? Let's do it once altogether first, and then we're going to split into half, and this half is going to start, and then this half is going to copy. OK? But let's do it together first. Here we go. Ready, go.

[clapping the pattern] 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9. If you count, it will help. It will help you know where you're up to. All right, this side is going-- in fact, why don't you guys go first, and then we'll start. All right, so stay with your team. This is Emily's team. This is my team, split down the middle. Here we go. Ready, go.

ALL: [clapping the pattern]

LIZ SCOTT: 1, 2, 3, 4, 5, 6, 7. And 1. 1, 2, 3. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5, 6, 7, 8, 9.

Oh, they're still going? Did you-- no, no, no, it's all-- perfect. Did you start-- Did you go again?

EMILY: It was perfect.

LIZ SCOTT: Was it? Beautiful. OK. Let's try varying numbers. So instead-- let's go backwards. 9, 7, 5, 3, 1. All together, right? Let's do it all together, and then we'll do it as a round. So start-- just do it in reverse. Start with 9, always going this direction first. Together, ready, go.

[clapping the pattern] 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5. 1, 2, 3. 1. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5. 1, 2, 3. 1.

How'd you go?

[students chattering]

Good? Having fun yet?

[students chattering]

It's called your morning brain warm-up. All right. So we're going to do it as a round. Emily gets to go first. 9-- 9, 7, 5, 3, 1. Going this way first. No pressure.

EMILY: No pressure.

LIZ SCOTT: Here we go. Ready, go.

[clapping the pattern] 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5. 1, 2, 3. 1. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3, 4, 5. 1, 2, 3. 1. Magic.

EMILY: We just did it twice.

LIZ SCOTT: Yes. Yes, that's perfect. Otherwise, it could go on all day, which is never such a good thing. All right. Here's a new one. Let's try it all together. 5, 3, 9, 7, 1. 5, 3, 9, 7, 1. That's your order, so count. Think about what the patterns are. 5, 3, 9, 7, 1. And then you go the other direction. So this way, and then this way. 5, 3, 9, 7, 1. Good luck. Ready, go.

[clapping the pattern] 1, 2, 3, 4, 5. 1, 2, 3. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6, 7. 1. 1 2, 3, 4, 5. 1, 2, 3. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5, 6, 7. 1.

That was good.

[students clapping]

Another order, perhaps?

[students chattering]

Let's do-- OK, last one. Let's do 3, 1, 9, 5, 7.

ALL: 3, 1, 9, 5, 7.

LIZ SCOTT: OK, here we go. Let's try it again. Go this way first. Ready, go.

[clapping the pattern] 1, 2, 3. 1. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7. 1, 2, 3. 1. 1, 2, 3, 4, 5, 6, 7, 8, 9. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 6, 7.

I want you to walk at this speed. [walking and snapping the beat] So just very quietly, you're just going to walk in time with me. So step, step, step, step, step, step and you're going to say, 'This is good for me. This is so good for me.'

STUDENTS: [walking the beat] This is good for me. This is so good for me.

LIZ SCOTT: [walking the beat] OK, this what I heard: (low voice) This is good for me. This is so good for me. What I want is: (bright voice) This is good for me. This is so good for me.

STUDENTS: [walking the beat] This is good for me. This is so good for me.

LIZ SCOTT: Do it again.

STUDENTS: [walking the beat] This is good for me. This is so good for me.

LIZ SCOTT: [walking the beat] Good, stop, but keep walking. Stop speaking. Good. What I want you to do is think those words and speak the rhythm. So you're going to go: Da, da, da, da, da. Da, da, da, da, da, da.

STUDENTS: [walking the beat] Da, da, da, da, da. Da, da, da, da, da, da

LIZ SCOTT: Do it again.

ALL: [walking the beat] Da, da, da, da, da. Da, da, da, da, da, da.

LIZ SCOTT: [walking the beat] Good. Just care that you're not getting faster, right? We just want to keep-- otherwise, we're going to make our lives more difficult. Good. Keep walking. We're going to clap the rhythm. So think the words, clap the rhythm. Keep walking. 1, 2, ready, go.

ALL: [walking the beat and clapping the rhythm]

LIZ SCOTT: Again.

ALL: [walking the beat and clapping the rhythm]

LIZ SCOTT: Good, stop walking for a moment, and this time, I want you to [clapping] clap the beat. So this is the beat. 1, 2, 3, 4. I'm joining with you. Just clap softly. [softly clapping the beat] And we're going to go back to speaking the rhythm-- don't get faster. Keep the clapping nice and steady, and we're going to go da, da, da, da, da. Da, da, da, da, da, da.

STUDENTS: [clapping the beat] Da, da, da, da, da. Da, da, da, da, da, da.

LIZ SCOTT: Again.

STUDENTS: [clapping the beat] Da, da, da, da, da. Da, da, da, da, da, da.

LIZ SCOTT: [clapping the beat] Good, keep clapping the beat. This time, you're going to walk the rhythm. So with your feet-- you're going to think the words, and you're going to walk the rhythm-- keep this. Here we go, you ready? After 4. 1, 2, 3, 4.

ALL: [clapping the beat and walking the rhythm, some students out of time]

LIZ SCOTT: [clapping the beat] No-- keep clapping the beat.

[students laughing]

LIZ SCOTT: [clapping the beat] Let's try it again.

[students chattering]

LIZ SCOTT: [clapping the beat] Shh, shh. Don't talk about it, just clap the beat. Clap, clap-- think about it. Say the words for me. 2, 3, go.

ALL: [clapping the beat] This is good for me. This is so good--

LIZ SCOTT: Again.

ALL: [clapping the beat] This is good for me. This is so good for me.

LIZ SCOTT: [clapping the beat] Good. So now you're going to keep clapping, and you're going to walk that rhythm. Here we go. 1, 2, 3, 4.

ALL: [clapping the beat and walking the rhythm]

LIZ SCOTT: Again.

ALL: [clapping the beat and walking the rhythm]

LIZ SCOTT: Yes, OK. Interesting, isn't it? The other way around, it's super easy. All right, we've got one last combination. That is-- actually, we've got 2 last combinations. This time you're going to speak the beat. So you're going to go, da, da, da, da, da, da, da, da. Da, da, da, da, da-- Clap the rhythm, too. Ready, go.

ALL: [clapping the rhythm] Da, da, da, da, da, da, da, da. Da, da, da, da, da, da, da, da. Da, da, da, da, da, da, da, da.

LIZ SCOTT: Yes. Not great-- possible. All right, last one. Last one is what?

STUDENT: [walking the rhythm] Da, da, da, da.

LIZ SCOTT: Yes. So you going to speak the beat, da, da, da, da. Walk the rhythm. Just walk the rhythm by itself without doing the beat. We're going to all walk the rhythm. Here we go. 1, 2, ready, and--

ALL: [walking the rhythm]

LIZ SCOTT: Again.

ALL: [walking the rhythm]

LIZ SCOTT: [walking the rhythm] Easy. Da, da, da, da, da, da, ready, go.

STUDENTS: [walking the rhythm] Da, da, da, da, da, da, da, da.

LIZ SCOTT: Again,

ALL: [walking the rhythm] Da, da, da, da, da, da, da, da.

LIZ SCOTT: Yes.

[students chattering]

Practise it.