Lesson 2 - Circus Poem Movement Creation
Creative Circus Storytelling Through Movement and Dance
•Nursery
•Dance
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How can words from a poem inspire us to create beautiful circus movements?
Learning Objectives
- To listen carefully to the poem and be creative with our movements
- To move safely in space taking care of ourselves and others
Key Outcomes
- Students will use a poem to develop the second 12 counts of their 'Circus' motif
- Students will express feelings through movement inspired by poetry
- Students will demonstrate safe movement in shared space
Equipment & Resources Required
Place one card in each corner of the room before lesson
Alternative: Printed circus images, hand-drawn pictures
Test all tracks before lesson begins
Alternative: Bluetooth speaker, tablet with good volume
Ensure all children can see the text clearly
Alternative: Display on screen, multiple copies
Key Vocabulary
A short dance sequence that can be repeated
To make up or create dance movements
When everyone does the same movement at the same time
High, middle and low positions in dance
How we perform movements - fast, slow, strong, gentle
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of body parts and simple movements
- Ability to follow simple instructions
- Understanding of starting positions and stopping
Current Skills
- Expressing feelings through movement
- Creating movements inspired by words and sounds
- Working collaboratively in dance
Next Steps
- Developing more complex choreographic sequences
- Performing with greater confidence and expression
- Understanding dance terminology and concepts
Milestone Indicators
Key Teaching Points
- Poetry can inspire beautiful, creative movement expressions
- Safe movement requires heads up, eyes forward, and awareness of others
- Every circus performer (child) brings unique creativity to the performance
- Counting and timing help create coordinated group performances
- Giving and receiving feedback helps everyone improve and feel valued
- Creative expression has no 'wrong' answers when safety is maintained
- Building sequences through practice creates confidence and skill
Common Misconceptions
- Some children may think there's only one 'right' way to interpret the poem - emphasise that creativity means different ideas are valuable
- Children might believe they need to copy others exactly - reinforce that individual interpretation makes performances special
- Some may think feedback means finding faults - teach that good feedback celebrates what works well
- Children might assume complex movements are better - emphasise that clear, expressive simple movements are excellent
- Some may believe they can't dance if they don't know 'proper' steps - reassure that everyone can express creativity through movement
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries, offer fidget alternatives during listening time, praise frequently
dyspraxia
- Simplify movement sequences, provide extra practice time, break down complex movements into smaller parts, offer bilateral support
autism spectrum
- Provide clear structure and routine, offer quiet space if needed, use visual schedule for lesson sections, allow processing time
visual impairment
- Use clear verbal descriptions of all movements, provide tactile guidance for positioning, pair with sighted buddy for spatial awareness
hearing impairment
- Use visual demonstrations extensively, employ simple hand signals, position close to teacher, provide written or pictorial instructions
physical disability
- Adapt movements to seated or supported positions, focus on achievable movement patterns, provide alternative ways to express creativity
Cross-Curricular Links
English
Poetry appreciation, vocabulary development, listening skills, creative expression through language interpretation
Art
Visual interpretation of words, understanding how images inspire movement, creating artistic expression through body
Music
Moving to rhythm and beat, understanding tempo and phrasing, appreciating different musical styles
PSHE
Building confidence through performance, giving and receiving feedback respectfully, working cooperatively in groups
Teacher Guidance
Positioning
Central location during teaching, moving to edges during movement exploration for safety supervision
Observation Focus
Watch for creative expression, safe movement patterns, group cooperation, and individual confidence levels
Intervention Points
Step in if movements become unsafe, provide encouragement for hesitant children, redirect off-task behaviour positively
Demonstration Notes
Use large, clear movements that all children can see, exaggerate facial expressions to show engagement, model appreciation for children's ideas
Verbal Cues
- •'Heads up, eyes forward for safe circus movements!'
- •'Let the words paint pictures in your mind!'
- •'Every circus performer is different and special!'
- •'Show me your amazing circus creativity!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space, suitable for 30 children to move safely
Surface Check
Dry, non-slip surface free from obstacles, appropriate for barefoot or soft-soled movement
Equipment Safety
Safety Checks
- •Picture cards securely attached to walls in corners
- •Music equipment positioned safely away from movement area
- •No loose equipment on floor during movement activities
Risk Management
Key Risks
- •Collisions during warm-up movement and corners game
- •Over-enthusiastic movements during poem exploration
- •Tripping during transitions between activities
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Adequate spacing maintained during all movement activities
- •Progressive building from gentle to more energetic movements
- •Constant supervision and guidance for safe movement
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during corners game
- •Move around during movement exploration to guide individuals
- •Central position during motif teaching for clear demonstration
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid and comfort, seek additional help if needed