Musical Frequency 5-9.10.2026
Marco’s instagram: @obelixxmenezes
Tuula’s instagram: @esther_punny
Playlist for the week here (Spotify).
Request the video materials through the contact form. To receive a download link, please tell me whether you are year 2 or year 3, and one thing you learned during the week!
Monday
Class 1, year 3
10 minutes – introduction of Marco and Tuula – connection to the school
Walk through the concepts for the week – let them know you will give them notes at the end of the week
5 minutes – warmup by Tuula
15 minutes – in a cypher (=circle):
Task 1 – Move parts of your body that you are not used to moving (parts that are hard to move, like the back of the ear).
Task 2 – Give me your name, one adjective, and one movement that describes you.
1 hour – introduction to waving
8 point and 12-point wave, tidal wave, tracing, combine all with changing direction
Partner task – Guiding, following
Single task – Dance like you are being guided, then followed, then combine both
Cross-pollination demonstration by Tuula showing how these styles combine with contemporary dance vocabulary
Marco’s talk about how he learned new things about musicality and flow of movement working with Helder Seabra from Ultima Vez, collaborator of Sidi Larbi Cherkaoui
Documentary of the piece Obelixx was dancing in (in dutch) here
Class 2, year 3
25 minutes – introduction to popping
Exercise 1 – opposite forces to create the effect of pop
Exercise 2 – fixed points (square, circle), different speeds. Wrist, elbow, shoulder, chest, shoulder, elbow, chest, wrist, hip, knee, knee, head
20 minutes – exercises with water bottle
Manipulate, fix in place, move around the bottle, put bottle on the floor
25 minutes – Tuula´s introduction to musicality
Learn to listen and dance to different styles of music (also old Iwanson music)
Single exercise – Layers: rhythm, ambient, lyrical. These can be subjective! First listen and try to separate different layers. Next, listen, and use a gesture/simple movement to signify the layer. Then, switch between layers in movement
Partner exercise – supervisor and follower. Supervisor tells the other, which layer they are doing. Switch music and roles
10 minutes – reflection
Why do you create? Write the questions below down, answer them on the first day of the week, and see how or if the answer has changed by the end of the week
Before we think about how we move, create, or perform, take a moment to think about why you do it, what shapes your creativity, and what makes your voice uniquely yours
There are no right or wrong answers. These questions are an invitation to pause, observe, and reflect
Why do you create?
What makes you creative?
What makes you original?
Class 1, year 2
10 minutes – introduction of Marco and Tuula – connection to the school
Walk through the concepts for the week – let them know you will give them notes at the end of the week
15 minutes – cypher (=circle)
Task 1 – Give me your name, one adjective, and one movement that describes you best
Task 2 – Move parts of your body that you are not used to moving (parts that are hard to move, like the back of the ear)
Task 3 – wandering dancer zig zagging through the cypher interacting with others, who stay in the cypher
Task 4 – break the cypher, move around with movement
55 minutes – introduction to waving
8 point and 12-point wave, tidal wave, tracing, combine all with changing direction
Single task – Dance like you are being guided, then followed, then combine both
Cross-pollination demonstration by Tuula showing how these styles work combine with contemporary dance vocabulary
Single task – how to use arms and hands in a more detailed way: crystal ball, following fishes, spiral around the arm, digits (like a fan with fingers, opening and closing)
Partner task – Guiding, following
10 minutes – reflection
Why do you create? Write the questions below down, answer them on the first day of the week, and see how or if the answer has changed by the end of the week.
Before we think about how we move, create, or perform, take a moment to think about why you do it, what shapes your creativity, and what makes your voice uniquely yours.
There are no right or wrong answers. These questions are an invitation to pause, observe, and reflect.
Why do you create?
What makes you creative?
What makes you original?
Tuesday
Class 3, year 3
Remind them to bring pen and paper tomorrow. Monday was all about understanding the body, Tuesday is the day for the styles
5 minutes – Tuula’s warm up
15 minutes – popping exercises
Partner exercise – other one resists the movement of the hands of the other one to create the effect of pop: directions are up, down, in, out. Next, do it without a partner
20 minutes – footwork, saccin, crazylegs, walkout, glides.
Moonwalk is not what you think!
20 minutes – tutting, animation
Tutting creates angles, taking inspiration from ancient Egyptian art. Create grids, play and explore inside them
Pendulum exercise – even or randomized. Pendulum has a joint!
20 minutes – Tuula’s musicality exercise expanded
Exercise 1 – assigned body parts for each layer
Excercise 2 – create play around the rhythmic layer, this is polyrhythmia.
Exercise 3 – with partner, the other one assigns the rhythm, the other one follows it
10 minutes – choreo task for the end of the week
Choose a song with lyrics you can understand, assign move for each word (consistent=always the same move for the same word). In the end, perform the moves in the music, so that it matches the speed of the lyrics. This will be presented in the end of the week!
Class 2, year 2
Remind to bring pen and paper tomorrow.
20 minutes – exercises with water bottle
Manipulate, fix in place, move around the bottle, put bottle on the floor.
25 minutes – fixed points (square, circle), different speeds.
Wrist, elbow, shoulder, chest, shoulder, elbow, chest, wrist, hip, knee, knee, head
20 minutes – Tuula´s introduction to musicality
Learn to listen and dance to different styles of music (also old Iwanson music).
Single exercise – Layers: rhythm, ambient, lyrical. These can be subjective! First listen and try to separate different layers. Next, listen, and use a gesture/simple movement to signify the layer. Then, switch between layers in movement.
Partner exercise – supervisor and follower. Supervisor tells the other, which layer they are doing. Switch music and roles.
10 minutes – choreo task for the end of the week
Choose a song with lyrics you can understand, assign move for each word (consistent=always the same move for the same word). In the end, perform the moves in the music, so that it matches the speed of the lyrics. This will be presented in the end of the week!
Wednesday
Class 4, year 3
5 minutes – warm up
35 minutes – character building with memories
First, draw your childhood fear. Next step: recreate it with movement. First, start only with the lines, without the meaning. Next, do the meaning.
10 minutes – choreo task
Translate each word into movement, try to be precise and consistent, so always use the same movement for a repeated word, and similar movements for adjacent words (for example see, saw, seen, singular versus plural)
45 minutes – kinetic exquisite corpse
Go here for instructions.
Class 3, year 2
5 minutes – warm up
15 minutes – popping exercises
Partner exercise – other one resists the movement of the hands of the other one to create the effect of pop: directions are up, down, in, out. Next, do it without a partner.
20 minutes – footwork, saccin, crazylegs, walkout, glides
20 minutes – introduction to strutting
Dominos & sword arms concept.
20 minutes – choreo task
Translate each word into movement, try to be precise and consistent, so always use the same movement for a repeated word, and similar movements for adjacent words (for example see, saw, seen, singular versus plural).
10 minutes – musicality with partner expanded
Switch partners, speed up changes between layers.
Thursday
Class 5, year 3
5 minutes – warm up
45 minutes – review of techniques
Strobbing, threading, hand concepts, slow motion, fast forward, rewind
Mini cyphers – take inspiration from other people´s movement
30 minutes – kinetic exquisite corpse, background explanation and another round
15 minutes – choreo task
Ask to prepare questions for Q&A for Friday
Class 4, year 2
45 minutes – review of techniques
Strobbing , threading, hand concepts, pacing of movement (present a moment)
35 minutes – character building with memories
First, draw your childhood fear. Next step: recreate it with movement. First, start only with the lines, without the meaning. Next, dance the meaning
15 minutes – choreo task
Ask them to prepare questions for Q&A for Friday
Friday
Class 6, year 3
40 minutes – choreo task and showing
50 minutes – Q&A
Show Chey vs. Dykens
Why do you create? Check how the answer has changed from monday, if it has
Blan B – if Q&A finishes too soon, we finish with cypher
Picture!!!
Class 5, year 2
40 minutes – choreo task and showing
50 minutes – Q&A
Show Chey vs. Dykens
Why do you create? Check how the answer has changed from monday, if it has.
Blan B – if Q&A finishes too soon, we finish with cypher
Picture!!!
CDCN by Kapybara The Art Collective
Designed by Esther Punny without AI
