🎵

Lesson 1 - Circus Character Movements and Actions

Circus Magic: Creative Storytelling Through Dance

•

Reception

•

Dance

•

45 min

Big Question

How can we use our bodies to tell exciting circus stories through movement?

Learning Objectives

To move safely in space taking care of ourselves and others
To use a mind map to create simple circus character movements
To develop basic fundamental movement patterns through circus themes

Key Outcomes

Students will create and perform simple circus character movements
Students will demonstrate safe movement in shared space
Students will contribute ideas to develop a circus mind map

Equipment & Resources Required

Music Player

Position for clear sound throughout space

Alternative: Tablet or phone with speaker

Circus Clown Music Track

1 track

Cued and ready to play

Alternative: Any upbeat, child-friendly circus music

Circus Music

1 track

Available for main activity

Alternative: General circus-themed instrumental music

Scarves

1 per student (30)

In container for easy distribution

Alternative: Pom poms, streamers, or no props

Sun Markers

1 set

Positioned where all students can see clearly

Alternative: Flipchart paper and pens

Pictures of Circus Characters

4-6 images

Visual aids to support discussion

Alternative: Hand-drawn pictures or verbal descriptions

Key Vocabulary

Circus

A travelling show with performers, animals, and entertainers

Ring Master

The person who introduces and controls the circus acts

Tightrope walker

A performer who walks carefully across a high rope

Balance

Staying steady and controlled when moving or standing still

Sequence

A series of movements performed one after another

Dynamics

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 body awareness and spatial awareness
Simple copying of movements and actions
Following simple instructions in movement activities

Current Skills

Creating themed movements and actions
Moving with control and awareness of others
Expressing ideas through movement

Next Steps

Developing longer movement sequences
Adding dynamics and expression to movements
Working collaboratively to create group sequences

Milestone Indicators

Shows clear control when stopping and starting movements

Demonstrates different qualities of movement (fast/slow, high/low)

Can perform movements that clearly represent different characters

Key Teaching Points

Safety first - establish clear boundaries and stop signals before beginning movement
Use performance quality to inspire students - demonstrate with full commitment and energy
Encourage creativity within safe parameters - all movement ideas are valid if safe
Build confidence through positive feedback and celebrating individual achievements
Use circus theme to develop movement vocabulary and expression
Connect movements to character qualities to deepen understanding
Balance individual creativity with group cooperation and audience skills

Common Misconceptions

That louder or more energetic always means better performance - teach control and expression
That all students must perform the same way - celebrate individual interpretation within safe boundaries
That dance requires 'talent' - emphasise that everyone can move and express themselves
That balance activities are too difficult for Reception - with support and progression, all can participate
That boys might not enjoy dance - use strong characters like Ring Master and Strong Man to engage all students

SEN Adaptations

ADHD

Include regular movement breaks, clear boundaries and expectations, provide fidget-friendly roles

dyspraxia

Break movements into smaller steps, provide additional practice time, use rhythm and music to support coordination

autism spectrum

Provide clear structure and routine, offer quiet observation role if needed, use visual schedule of activities

visual impairment

Use clear verbal descriptions of movements, provide physical guidance if needed, ensure good contrast for visual aids

hearing impairment

Use clear visual demonstrations, establish hand signals for start/stop, ensure student can see teacher clearly

physical disability

Adapt movements for seated or supported positions, use upper body movements, provide peer support

Cross-Curricular Links

English

Vocabulary development through circus words, speaking and listening during partner discussions, following instructions

Maths

Counting in rhythm, understanding number sequences, spatial concepts (high/low, wide/narrow)

Art

Creative expression through movement, understanding of character representation, use of colour through optional props

PSHE

Building confidence, working with others, giving and receiving feedback, celebrating achievements

Teacher Guidance

Positioning

Maintain central position with clear view of all students, demonstrate alongside rather than just calling instructions

Observation Focus

Watch for spatial awareness, control during balance activities, creative expression, and social interaction

Intervention Points

Step in if students become unsafe, provide support for less confident movers, redirect overexcited behaviour

Demonstration Notes

Always demonstrate movements with full commitment and energy to inspire students, use exaggerated movements for clarity

Verbal Cues

•'Find your own space, like you're in a bubble!'
•'Heads up, eyes forward, watch for friends!'
•'Show me strong circus performers!'
•'Gentle and controlled movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 students moving individually

Surface Check

Non-slip surface, free from obstacles, adequate ceiling height for arm movements

Equipment Safety

Safety Checks

•Music equipment positioned safely out of movement area
•Optional props (scarves/ribbons) checked for tears or damage
•Whiteboard/markers secured and accessible

Risk Management

Key Risks

•Collisions during free movement
•Loss of balance during character movements
•Overexcitement leading to unsafe behaviour

Risk Mitigation

•Clear personal space boundaries established
•Immediate stop signals practiced
•Controlled progression from simple to complex movements
•Constant supervision during balance activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Monitor balance activities particularly closely
•Watch for overexcitement during free dance sections

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, contact office if needed