Lesson 5 - Creating Our Seasons Dance Performance
Seasonal Storytelling Through Creative Movement
•Nursery
•Dance
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How can we use our bodies to tell the story of the seasons through dance?
Learning Objectives
- To work collaboratively in pairs showing good listening skills
- To use visual images to create imaginative and creative dance movements
- To combine individual movements into a structured group performance
Key Outcomes
- Students will create a 4-count dance sequence inspired by seasonal images
- Students will demonstrate effective partnership skills through movement creation
- Students will perform a complete structured dance incorporating different levels and timing
Equipment & Resources Required
Place in container for easy distribution to pairs
Alternative: Printed photos, laminated pictures, seasonal books
Test volume levels before lesson starts
Alternative: Laptop with speakers, tablet with bluetooth speaker
Scattered around room for 'seasons box' positions
Alternative: Carpet squares, masking tape marks, bean bags
Queue tracks in order: Seasons Box Song, How's The Weather (Super Simple Songs)
Alternative: Spotify playlist, CD, downloaded MP3s
Key Vocabulary
To make up or create dance movements
Movements that follow each other in order
High, middle, and low positions our bodies can make
Moving together at the same speed as the music
Someone you work with to create movements together
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can move safely around a space
- Can copy simple movements
- Can work alongside others in parallel play
Current Skills
- Creating movements inspired by visual stimuli
- Working collaboratively with a partner
- Combining movements into sequences
Next Steps
- Creating longer dance sequences
- Using props and costumes in dance
- Performing with expression and emotion
Milestone Indicators
Key Teaching Points
- Emphasise that every child's creative interpretation is valuable and valid
- Use consistent counting (1, 2, 3, 4) throughout all movement activities
- Model excellent partnership behaviour and audience skills yourself
- Connect all movements back to the seasonal theme for meaningful learning
- Celebrate effort and creativity over technical perfection
- Ensure all children experience success in both creating and performing
- Build confidence through positive, specific feedback about what children are doing well
Common Misconceptions
- Dance has to look 'perfect' - emphasise personal expression and creativity over exact technique
- Boys can't or shouldn't enjoy dance - model that dance is for everyone regardless of gender
- You need to be naturally 'good' at dance - focus on improvement and effort rather than innate ability
- Pictures only show one 'right' way to move - encourage multiple interpretations of the same image
- If you make a mistake you've failed - reframe mistakes as learning opportunities and part of the creative process
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular movement breaks, specific roles and responsibilities, immediate positive feedback
dyspraxia
- Simplified movements initially, extra practice time, breaking down complex sequences, visual and verbal cues combined, celebration of effort over perfection
autism spectrum
- Clear structure and routine, visual schedule available, quiet space option, reduced sensory stimulation when needed, preparation for transitions
visual impairment
- Use high contrast pictures, provide tactile elements, clear verbal descriptions of all movements, buddy system for spatial navigation
hearing impairment
- Visual cues for timing, use of vibration for rhythm, clear visual demonstrations, written/picture instruction cards
physical disability
- Adapted movements using available body parts, seated versions of activities, focus on upper body expression, assistive equipment as needed
Cross-Curricular Links
PSHE
Building relationships, cooperation skills, expressing emotions through movement, celebrating diversity in creative expression
Teacher Guidance
Positioning
Move around room perimeter during movement activities, centre front for demonstrations, within circle for discussions
Observation Focus
Watch for partnership dynamics, creative interpretation, safety awareness, and individual confidence levels
Intervention Points
Step in if partnerships struggling, provide additional support for complex movements, redirect unsafe behaviour immediately
Demonstration Notes
Always demonstrate movements clearly and enthusiastically, use counting consistently, model good partnership and audience behaviour
Verbal Cues
- •'Remember to share ideas with your partner'
- •'Show me big, clear movements'
- •'Listen to the beat: 1, 2, 3, 4'
- •'Find your own space'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space for movement, additional space for pictures and equipment storage
Surface Check
Clean, dry floor suitable for bare feet or dance shoes, no slippery areas
Equipment Safety
Safety Checks
- •Pictures laminated or in protective sleeves to prevent paper cuts
- •Music system volume at appropriate level to avoid hearing damage
- •Space markers placed securely to avoid tripping hazards
Risk Management
Key Risks
- •Collisions during individual travel sections
- •Trips or falls during enthusiastic movement
- •Emotional upset if not included in partnerships
Risk Mitigation
- •Clear boundaries and pathways established
- •Teacher positioning for maximum supervision
- •Careful partnership allocation considering all children
- •Progressive building of movement complexity
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during movement sections
- •Circulate during partner work to monitor cooperation
- •Stand where all children can see during demonstrations
Emergency Procedures
Stop music immediately, assess any injuries, comfort upset children, adapt activities for inclusion