Body Part Breakouts Slides Body Part Breakouts
Mastering the Art of Isolation
2nd Grade Jazz
Lesson 1
The Challenge
"Can you move your shoulders without moving your head?"
"Can you move your hips without moving your feet?"
In Jazz dance, we call this ISOLATION . It's like having a remote control for every part of your body!
The Big Idea
Isolation
Moving ONE part of your body while everything else stays perfectly STILL.
Why do we do it?
"To create sharp, cool rhythms and show off our amazing control!"
Think of your body like a machine with many different buttons!
Isolation Checklist
Head
Side-to-side
Shoulders
Rolls & Pops
Ribs
Slide & Pulse
Hips
Ticks & Sway
Practice each one slowly. Keep your eyes on the mirror!
Game: Isolation Statues
1 Freeze like a stone statue.
2 When the music starts, move ONLY the part I name.
3 If any other part moves... You're a melting ice cream!
Isolation Instructor Guide Instructor Guide
Jazz Rhythm & Motion | Lesson 1
Technique Focus
Body Isolations
Learning Objectives
Identify and move individual body parts independently.
Demonstrate physical stillness in non-moving body parts.
React rhythmically to musical cues for specific isolations.
Materials Needed
Upbeat Jazz Music
Intro Slides
Body Map Worksheets
Pencils/Markers
Instructional Flow
01
The Hook: Ghost Control (5 mins)
Ask students if they can "disconnect" their body parts. Challenge them to move only their head while looking in the mirror. Introduce the word Isolation —like an island, standing alone.
02
Guided Exploration (15 mins)
Lead the class through a standard Jazz isolation warm-up. Use descriptive cues to help 2nd graders feel the movement:
Head
"Bird side-to-side" or "Slow motion nod." Avoid neck rolls for safety.
Shoulders
"Pops" (up/down) and "Wheels" (rolling back). Practice one at a time.
03
Game: Isolation Statues (15 mins)
Music on = students move freely in a "Jazz Walk" (Lesson 2 preview). Music off = FREEZE. Call out a body part (e.g., "HIPS!"). Students must wiggle only that part while frozen in their pose. Use the "Melting Ice Cream" rule for anyone who moves their whole body.
Common Misconceptions
"Everything moves!"
2nd graders often move their whole torso when trying to move shoulders. Remind them to "lock" their tummy and feet.
"Hold your breath!"
Students often hold their breath when concentrating on isolations. Cue "Keep breathing while you isolation!"
Evaluation & Support
Observation Checklist
Look For... Mastery Progressing Independent Movement Moves named part without secondary movement. Small secondary movements (e.g., head bobbles with shoulders). Rhythm Awareness Changes body part exactly when music/cue changes. Slight delay in reacting to the cue. Muscle Control Sharp, clear stops and starts. Movements are "floaty" or lack a clear finish.
Challenge (Level Up)
Ask students to perform double isolations—moving shoulders and hips at the same time in opposite directions or rhythms.
Support (Simplify)
Have students sit on the floor while isolating. This stabilizes the lower body and makes it easier to focus on head and shoulder movements.
Debrief Questions
Isolation Station Worksheet Isolation Station
My Jazz Dance Body Map
Name:
Date:
The Mastery Checklist
"Can you move it alone? Color the star when you've mastered the isolation!"
Head
Side-to-Side / Look
Shoulders
Pops / Wheels
Ribs
Slide / Pulse
Hips
Tick-Tock / Circle
My "Power Part"
Draw the body part that feels the coolest to move!
Dancer Reflection
Describe what isolation feels like in your own words. Is it like a robot? A puppet? Something else?
BONUS CHALLENGE: Can you isolate your NOSE? Try it in the mirror!
Panther Prowl Slides Panther Prowl
Jazz Walks & Level Play
The Jazz Walk
Technique
Plie
Keep your knees soft and bent. No stiff robot legs!
Toe-Ball-Heel
Step through the floor. Your toes touch first!
Attitude
Head up, eyes forward. You are the coolest in the room.
Level Detective
High
Tiptoes / Reaching
Medium
Standing / Neutral
Low
Crouching / Panther
Mission: Panther
Travel across the floor in LOW LEVEL.
Panther Prowl Instructor Guide Instructor Guide
Jazz Rhythm & Motion | Lesson 2
Locomotor Focus
Jazz Walks & Levels
Learning Objectives
Execute a Jazz Walk using bent knees and toe-ball-heel transitions.
Distinguish between and demonstrate high, medium, and low levels.
Combine stylized walking with level changes while traveling.
Set Up
Clear an "Across the Floor" path. Use tape lines or cones if needed to define lanes for students to travel from one side of the room to the other.
Instructional Flow
01
The "Panther" Hook (5 mins)
Ask: "How does a panther move through the grass?" (Quiet, low, smooth). Contrast this with a "regular" walk. Explain that Jazz dancers always want to look "cool and ready," which means bent knees (plié) and gliding.
02
Technique Drill: Toe-Ball-Heel (15 mins)
Have students stand in one place. Practice:
TOE: Point foot and touch floor.
BALL: Shift weight to the front of the foot.
HEEL: Drop the heel as you finish the step.
03
Across the Floor: Level Detectives (20 mins)
Divide students into lines. Give them a level command for their trip across the floor:
Round 1
Medium Only
Round 2
Low Only (Panthers)
Round 3
High Only (On Tiptoes)
Progressions & Coaching
Coaching Cues for 2nd Grade
The "Gliding" Look
"Imagine you are walking on a shelf. Your head shouldn't bounce up and down—it should slide in a straight line!"
The "Lookout" Eyes
"Don't look at your feet! A panther always watches for their prey (or the audience)!"
Activity: Level Detective Squads
Hand out the Level Detective Cards . Students work in groups of 3. One student is the "Caller" and the other two are the "Walkers." The Caller holds up a card (High, Medium, or Low) mid-walk, and the walkers must adjust their level instantly without stopping their rhythm.
Teacher Tip
Play music with a clear backbeat (e.g., "Uptown Funk" or a classic Jazz standard like "Take the 'A' Train"). Encourage them to walk ON THE BEAT.
Quick Check-In
Check for Plié
Are they keeping knees bent, or do they straighten up when they get tired?
Check for Transitions
Can they switch levels without "falling" into them? Look for control.
Level Detective Cards Level Detective Cards
Cut along the dotted lines. Use these to command your fellow dancers!
Command
High
Step on your tiptoes!
Command
Medium
Natural height.
Command
Low
Crouch like a panther.
Command
Switch
Jump to a NEW level!
How to play: Work in groups of 3. One "Detective" pulls a card and holds it up. The other two "Dancers" must change their Level instantly while they keep doing their Jazz Walk rhythm!
Quick Footwork Slides Quick Footwork
Chassé & Ball Change
The Chassé
In French, Chassé means "to chase."
"One foot chases the other!"
It's like a side-to-side gallop with extra jazz energy.
1
Step forward
2
Back foot "kisses" front foot
3
Step forward again
Ball Change
Step! Step!
It's a quick weight shift from back to front.
1
Step back on the BALL of your foot.
2
Step DOWN onto your front foot.
Beat Matcher
Can your feet keep up with the Fast Beat?
PATTERN 01:
CHASSÉ ... CHASSÉ ...
Footwork Instructor Guide Instructor Guide
Jazz Rhythm & Motion | Lesson 3
Agility Focus
Chassé & Ball Change
Learning Objectives
Demonstrate a side-to-side and forward chassé with correct weight shifting.
Execute a back-to-front ball change on the balls of the feet.
Apply these steps to a rhythmic pattern (count of 1-and-2).
Pro Tip
2nd graders often struggle with the "kissing" feet in the chassé. Use the phrase "Step-Slide-Step" to help them find the middle connection.
Instructional Flow
01
The "Kissing Feet" Gallop (10 mins)
Demonstrate a Chassé . Explain that one foot is "chasing" the other. Have students practice side-to-side across the floor. Cues: "Step, Feet Kiss, Step." The feet should touch in the air (the 'and' count).
02
The Rocking Horse (Ball Change) (10 mins)
Introduce the Ball Change . Ask students to imagine they are a rocking horse. Step back on the ball (toes) of the foot, then quickly rock forward to the full foot. Count: "Back-Front" or "Ball-Change."
03
Rhythm Relay (20 mins)
Combine the steps into a sequence across the floor. Use varied music tempos (Slow Jazz vs. Fast Pop):
CHASSÉ (Right) + CHASSÉ (Left) + BALL CHANGE (Right Back)
Refinement & Feedback
Technical Fixes
No "Hop"
Students often jump too high. Remind them to keep the chassé "down" and traveling horizontally.
Heels Down
In ball change, make sure they don't drop the back heel. It should stay up to allow for quick weight switching.
Musicality Check
Jazz is syncopated. Challenge students to perform the ball change on the "and-1" count (the upbeat).
Activity: Beat Matchers
Split the class into two teams. Team A claps a 4-beat rhythm. Team B must perform a chassé/ball change combination that fits perfectly into those 4 beats. Then swap roles!
Worksheet: Footwork Flow
Have students complete the Footwork Flow sheet after the activity to solidify the rhythmic sequence in their minds.
Footwork Flow Worksheet Footwork Flow
My Step & Weight Tracker
The Chassé Breakdown
"Fill in the missing words to describe how one foot chases the other!"
Take a big step
(direction)
Bring your other foot to
the first foot.
Step again with your
foot.
Ball Change Logic
Circle the part of the foot you use for the FIRST step of a ball change:
Heel
Ball (Toes)
Flat
The "Jazz Beat" Drawing
In jazz, the ball change is a quick weight shift. Draw a line showing how your weight moves from back to front!
Challenge: If you do 3 chassés in a row, how many "foot kisses" do you have? _________
Electric Hands Slides Electric Hands
Energy, Shapes, & Jazz Hands
Energy Quality
Sharp
"Like lightning hitting the ground."
Smooth
"Like melting chocolate or thick honey."
Flowing...
Steady...
Slow...
The Iconic Jazz Hand
Fingers Wide
Full Stretch
Shimmer!
"Don't just hold them... ENERGY should come out of your fingertips!"
Flash Energy
Rules
I will show you a card.
Listen for the sound cues!
Energy Instructor Guide Instructor Guide
Jazz Rhythm & Motion | Lesson 4
Energy Focus
Sharp vs. Smooth
Learning Objectives
Identify the difference between sharp (percussive) and smooth (sustained) energy.
Perform 'Jazz Hands' with appropriate tension and energy projection.
Create specific arm lines (L-shape, diagonal, T-shape) with percussive energy.
Preparation
Prepare two contrasting music tracks: one with a sharp, heavy drum beat and one with flowing, orchestral or ambient jazz sounds.
Instructional Flow
01
Lightning vs. Chocolate (10 mins)
Sit in a circle. Use your hands to "paint" in the air. First, paint like lightning (sharp, jagged, quick stops). Then, paint like melting chocolate (slow, continuous, gooey). Ask: "Which one feels more like a Jazz dance?" (Hint: It's both!)
02
The Power of Jazz Hands (10 mins)
Teach the Jazz Hand: Fingers wide, palms forward, slight tension. Tell them to imagine they have laser beams shooting out of their fingertips. If they are "floppy," the laser beams don't work! Practice "shimmering" the hands while keeping the arms still.
03
Electric Statues (20 mins)
Combine Lesson 3's footwork with new arm movements. Use the Energy Quality Cards to dictate how students travel. Use a drum or clap to signal sharp changes.
Sharp Drill "Chassé, Chassé, HIT (High V arms), HIT (Hands on hips)."
Smooth Drill "Jazz Walk, Jazz Walk, Melt into a low pose over 4 counts."
Creative Exploration
Dancer Vocabulary
Percussive
Moving like a drum beat. Sharp, clear, and distinct.
Sustained
Moving like a long violin note. Constant and even.
Activity: The Energy Mirror
Students pair up. Student A is the "Leader" and Student B is the "Mirror." Student A performs a movement with either SHARP or SMOOTH energy. Student B must copy not just the shape, but the feeling of the energy. Switch after 2 minutes.
Observation Checklist
Fingertip Energy
Are fingers spread wide and engaged, or limp?
Contrast
Can they clearly switch from sharp to smooth without blurring?
Facial Energy
Is their face matching the energy? (Sharp = intense, Smooth = calm)
Energy Quality Cards Energy Quality Cards
Visual prompts for moving with style! Cut them out and use them for the "Energy Mirror" game.
Sharp
Lightning Strike!
Smooth
Melting Chocolate
Sharp
Mechanical Robot
Smooth
Floating Cloud
Style
Electric Jazz Hands!
Freeze
Instant Statue!
Jazz Parade Slides Showtime
The Jazz Parade Finale
Final Performance
The Choreography
1
Body Isolations
Head, Shoulders, Ribs, Hips! (4 counts each)
2
Panther Walks
Travel in a circle at a LOW level. Cool eyes!
3
Footwork Fun
2 Chassés + Ball Change. 2 sets!
4
Electric Pose
Sharp Jazz Hands and a BIG smile!
Dancer Checklist
Focus
Keep your eyes on the audience, not the floor.
Energy
Make every move count—be sharp or be smooth!
Pro Performance Tip
If you make a mistake, keep dancing with a smile! The audience won't even know if you stay cool.
Lights Up!
Take your starting positions.
Finale Instructor Guide Instructor Guide
Jazz Rhythm & Motion | Lesson 5
Mastery Focus
The Jazz Parade Finale
Learning Objectives
Synthesize isolations, walks, chassés, and energy qualities into a single routine.
Perform with "Performance Quality" (focus, projection, and facial expression).
Work collaboratively to maintain spacing and timing within the group.
Final Checklist
Clear the center of the room. Arrange students in two lines. Ensure the music is loud and clear!
The Choreography Breakdown
Counts 1-8
Isolation Intro
1-2: Head look Right-Center. 3-4: Shoulder pop Up-Down. 5-6: Rib slide Left-Right. 7-8: Hip circle! (Focus on sharp stops).
Counts 9-16
The Prowl
9-16: 4 Jazz Walks forward in a LOW panther level. Smooth, toe-ball-heel steps. Arms are in "opposition" or on hips.
Counts 17-24
Quick Feet
17-20: Chassé Right-Side. 21-24: Chassé Left-Side. Focus on the "kissing" feet and rhythmic timing.
Counts 25-32
The Big Finish
25-26: Ball Change back. 27-28: Step forward. 29-32: Pose with ELECTRIC Jazz Hands. (Hold for the freeze!)
Facilitation & Coaching
Coaching for "The Stage"
Projection
"Imagine there is a person in the very last row of the theater. Dance so BIG that they can see your energy!"
Recovery
"Mistakes are just new choreography! If you wobble, make it look like a cool jazz move and keep going."
Mastery Rubric
Skill Area Exceeds (3) Meets (2) Technical Execution Sharp isolations; clear toe-ball-heel; jumping chassé. Visible attempt at all skills; some blurring of energy. Rhythmic Timing Stays exactly on the beat for the entire routine. Mostly on beat; catches up after quick steps. Performance Energy Strong focus; uses facial expression; clear jazz hands. Engaged with audience; hands are visible but soft.
The Final Bow
After the performance, have students take a formal "Jazz Bow" (cross one foot behind, slight plié, arms out). Distribute the
Performance Passport Worksheet Performance Passport
My 2nd Grade Jazz Journey
Dancer:
Technique Stamps
"Check the box or draw a star for every skill you mastered in the 'Jazz Parade'!"
Body
Panther
Chassé &
My Star Moment
What part of the final dance made you feel like a pro? Draw or write about it below!
The "Energy" Check
Circle how your energy felt during the finale:
Super Sharp!
Super Smooth!
A Little of Both!
Officially a Jazz Dancer!
