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Lesson 4 - Creating Dance Actions with Pictures

Creative Expression Through Toy-Inspired Movement

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Reception

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Dance

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45 min

Big Question

How can pictures of toys inspire us to create expressive dance movements?

Learning Objectives

To work effectively in pairs showing good listening skills and cooperation
To use picture stimuli to create imaginative and creative dance actions
To develop simple choreographic skills by combining movements into short sequences

Key Outcomes

Students will create a 4-count dance action inspired by toy pictures working collaboratively with a partner
Students will demonstrate their choreographed sequence to others with confidence
Students will combine individual ideas into a group performance piece building on previous learning

Equipment & Resources Required

Cards

8-12 different images

Laminated A4 pictures showing clear, recognisable toys (teddy bear, robot, doll, car, etc.)

Alternative: Photographs printed from internet, toy catalogues, actual toys

Tunnel Systems

Positioned where all students can hear clearly, volume appropriate for movement

Alternative: Laptop with speakers, bluetooth speaker

Music Player

4 tracks minimum

Specific tracks: Toy Box Song, Raggy Dolls Theme, You've Got a Friend in Me, Once Around the Toybox

Alternative: Spotify playlist, CD collection, downloaded tracks

Cones

Mark the four corners of the working space clearly

Alternative: Spots, hoops, chalk marks on playground

Key Vocabulary

Choreography

Creating and arranging dance movements to make a dance

Sequence

Dance movements performed in a particular order

Partner work

Dancing and creating with another person, sharing ideas and space

In time

Moving together at the same speed as your partner or the music

Level

How high or low your body is - high, medium, or low

Performance

Showing your dance to other people

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic locomotor skills - walking, running, hopping, skipping
Simple partner work and turn-taking
Following simple dance instructions and copying movements
Understanding of personal and general space

Current Skills

Creating movements inspired by visual stimuli
Collaborative choreography with a partner
Performing in front of others with confidence
Combining individual ideas into group sequences

Next Steps

Developing longer dance sequences (8-16 counts)
Adding more complex elements like timing and dynamics
Creating story-based dance performances
Evaluating and improving choreographic work

Milestone Indicators

Students can sustain partner work for 3-5 minutes independently

Movements clearly relate to the picture stimulus

Students perform with increased confidence and expression

Simple choreographic structure is evident in created sequences

Key Teaching Points

Model the creative thinking process explicitly - students need to see how to go from picture to movement
Maintain toy theme throughout to keep young children engaged and focused
Balance individual creativity with collaborative skills - both are equally important
Use counting and rhythm to help young children organise their movements
Celebrate effort and creativity over perfect technique at this age
Build confidence through positive performance opportunities
Connect each activity back to the central learning about picture-to-movement translation

Common Misconceptions

Thinking they need to copy every detail of the picture rather than selecting one element to focus on
Believing that movements must be literal representations rather than creative interpretations
Assuming that partners must do identical movements rather than complementary actions
Expecting immediate perfect synchronization rather than gradual development of timing
Thinking that 'good' dance movements are complex rather than clear and expressive

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear structure and countdown timers, allow fidget toys during sitting time

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide adult support for partner negotiations

autism spectrum

Provide visual schedule of lesson activities, allow processing time between instructions, offer quiet space if overwhelmed by group work

visual impairment

Provide tactile toy props alongside pictures, use clear verbal descriptions of visual elements, ensure partner can guide movement

hearing impairment

Use visual signals for music start/stop, demonstrate all instructions clearly, position near music source to feel vibrations

physical disability

Adapt movements to seated or supported positions, focus on upper body movements if needed, ensure toy pictures include various ability representations

Cross-Curricular Links

English

Vocabulary development around movement and toys, listening skills, expressing ideas clearly to partners

Maths

Counting in 4s, creating patterns and sequences, understanding order and position in sequences

Art

Visual interpretation and translation from 2D images to 3D movement, creative expression and imagination

PSHE

Collaboration and teamwork, taking turns, respecting others' ideas, building confidence through performance

Teacher Guidance

Positioning

Move around the outside of the space during activities to observe all students, position centrally for demonstrations

Observation Focus

Watch for quality of partner interactions, creativity in movement interpretation, and confidence in performance

Intervention Points

Step in if partnerships become unproductive, support pairs struggling with creative ideas, manage any behavioural issues promptly

Demonstration Notes

Always demonstrate with enthusiasm and clear, exaggerated movements. Use toy characters consistently to maintain engagement. Show both movement and collaborative behaviours explicitly.

Verbal Cues

•'Show me how that toy moves!'
•'Listen to your partner's idea!'
•'Make it bigger so we can all see!'
•'Count together - 1, 2, 3, 4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m indoor space with clear floor, suitable for 30 students moving safely

Surface Check

Non-slip floor surface, free from water or obstacles, adequate cushioning for floor work

Equipment Safety

Safety Checks

•Picture cards have rounded corners and are laminated to prevent tearing
•Music equipment positioned safely away from movement area
•Volume level appropriate - students can hear instructions over music

Risk Management

Key Risks

•Collisions during free movement and corner activities
•Over-excitement leading to unsafe movement
•Slips or falls during partner work

Risk Mitigation

•Clear boundaries established for all movement activities
•Appropriate spacing maintained between pairs during creation time
•Progressive build-up from individual to partner to group work
•Regular reminders about safe, controlled movement

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during activities
•Move around space during partner work to monitor cooperation
•Extra attention during transitions between activities

Emergency Procedures

Stop signal established, clear pathways to exits maintained, first aid knowledge for common dance injuries