Lesson 1 - Circus Character Movement and Dance
Creative Circus Storytelling Through Movement and Dance
•Nursery
•Dance
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How can we use our bodies to tell exciting circus stories through movement and dance?
Learning Objectives
- To move safely in space taking care of ourselves and others (heads up, eyes forward, control speed)
- To use a mind map to help us move like different circus characters that we know
- To develop the first 12 counts of our 'Circus' motif through creative movement
Key Outcomes
- Students will create simple theme-related shapes, movements and actions
- Students will contribute simple key words to an age-appropriate circus mind map
- Students will translate ideas into simple circus character movements and actions
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Portable speaker, classroom sound system
'Circus Clown' by The Kiboomers, 'Circus Music' by The Hit Crew Kids
Alternative: Any upbeat, rhythmic music suitable for movement
Available in container for students to collect
Alternative: Pom poms, streamers, lightweight fabric pieces
Positioned where all students can see clearly
Alternative: Flip chart paper, interactive whiteboard
Large enough for whole class to see
Alternative: Book illustrations, printed images from internet
Key Vocabulary
A travelling show with performers, animals and entertainment
The person who announces and controls the circus acts
A performer who walks on a thin rope high above the ground
A performer who swings on bars high in the air
Staying steady and not falling over
A short pattern of movements that can be repeated
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple copying of movements
- Understanding of taking turns
Current Skills
- Creating character-based movements
- Moving in time with music
- Working collaboratively in dance
Next Steps
- Developing longer dance sequences
- Creating group choreography
- Performing with confidence
Milestone Indicators
Key Teaching Points
- Always emphasise safe movement with heads up and eyes forward
- Use counting to establish clear timing and rhythm throughout all activities
- Model enthusiastic, confident character movements to inspire students
- Encourage creative interpretation while maintaining character essence
- Build performance confidence through positive audience experiences
- Connect physical movements to character qualities and storytelling
- Use partner work to develop communication and collaboration skills
Common Misconceptions
- Thinking faster movement means better performance - emphasise control and timing
- Believing only 'good dancers' can participate - celebrate all movement attempts
- Assuming circus movements must be dangerous or difficult - focus on safe, age-appropriate actions
- Thinking audience work is passive - teach active, constructive watching skills
- Believing performance is about being perfect - emphasise creativity and effort over perfection
SEN Adaptations
ADHD
- Frequent movement opportunities, clear boundaries and expectations, regular positive feedback and encouragement
dyspraxia
- Break movements into smaller components, provide extra practice time, use peer support and modelling
autism spectrum
- Clear visual schedule of lesson parts, quiet space available if needed, consistent routine and structure
visual impairment
- Use clear verbal descriptions of all movements, provide physical guidance for spatial awareness, use tactile markers for positions
hearing impairment
- Use visual demonstrations, hand signals for instructions, vibrating speaker for rhythm if available
physical disability
- Seated versions of all movements, upper body focus for character actions, adapted balance activities
Cross-Curricular Links
English
Vocabulary development through circus terminology, speaking and listening through partner discussions and feedback
Science
Understanding body movement, balance and coordination, exploring forces in movement
Art
Visual imagery and creativity in movement, understanding character representation through physical expression
PSHE
Building confidence through performance, respecting others' contributions, working collaboratively
Teacher Guidance
Positioning
Move around the space to observe all students, stand where all can see demonstrations
Observation Focus
Watch for safe movement, creative expression, and inclusive participation
Intervention Points
Step in if students appear unsafe, overwhelmed, or excluded from activities
Demonstration Notes
Use exaggerated movements for clarity, maintain enthusiasm, ensure all students can see
Verbal Cues
- •'Heads up, eyes forward!'
- •'Find your own space!'
- •'Show me your circus character!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 8m x 10m clear space
Surface Check
Non-slip surface, clear of obstacles, adequate ceiling height for jumping
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Scarves/ribbons checked for tears or loose threads
- •Whiteboard securely positioned
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during balance activities
- •Overexertion during energetic movements
Risk Mitigation
- •Clear personal space boundaries established
- •Progressive skill building from simple to complex
- •Constant supervision during all movement activities
- •Regular reminders about safe movement principles
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during movement
- •Monitor balance activities closely
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Standard first aid procedures, clear evacuation routes maintained