Lesson 2 - Creating Our Toys Motif Part 2
Creative Expression Through Toy-Inspired Movement
•Reception
•Dance
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How can we use words from a poem to create expressive dance movements?
Learning Objectives
- To listen carefully to poetry and translate words into creative movements
- To move safely in space with awareness of others
- To combine movements into a choreographed sequence
Key Outcomes
- Students will create expressive movements inspired by toy-themed poetry
- Students will demonstrate safe movement in shared space
- Students will perform the complete 'Toys Motif' with confidence
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Tablet or phone with good speakers
Place one card in each corner of the room
Alternative: Printed images or drawn pictures on A4 paper
Large enough for teacher to read clearly
Alternative: Displayed on board or tablet
Toy Box Song, Raggy Dolls Theme, instrumental for motif practice
Alternative: Any upbeat children's songs if specific tracks unavailable
Key Vocabulary
A short dance sequence that can be repeated and remembered
Making up and arranging dance movements
When everyone moves at exactly the same time
How high or low our body moves - high, medium, low
How we perform movements - fast, slow, strong, gentle
Using our face and body to show feelings in dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial concepts
- Simple locomotor movements (walking, marching, jumping)
- Following simple instructions and copying movements
Current Skills
- Interpreting words and sounds through movement
- Creating original dance movements
- Performing choreographed sequences in unison
Next Steps
- Developing more complex movement patterns
- Using props and costume in dance
- Creating group choreography collaboratively
Milestone Indicators
Key Teaching Points
- Poetry can inspire creative movement - encourage individual interpretation
- Unison timing requires watching others and moving together
- Performance confidence builds through positive feedback and practice
- Creative expression is more important than perfect technique
- Safe spatial awareness must be maintained during all movement
- Sequence memory improves with repetition and counting
- Audience skills are as important as performance skills
Common Misconceptions
- That there is only one 'correct' way to interpret poetry through movement - emphasise creativity
- That dance movements must be complex to be good - celebrate simple, expressive movements
- That making mistakes during performance is bad - frame as learning opportunities
- That boys can't or shouldn't enjoy dance - ensure inclusive, encouraging environment
- That movement must match music exactly - focus on expression over strict timing
- That feedback must point out problems - teach positive, constructive feedback language
SEN Adaptations
ADHD
- Movement breaks within each section, clear boundaries, regular positive reinforcement
dyspraxia
- Simplified movement patterns, additional practice time, focus on effort over precision
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use verbal descriptions of movements, partner support system, tactile guidance for positions
hearing impairment
- Clear visual demonstrations, visual cues for timing, vibration signals for music
physical disability
- Adapted movements using available mobility, seated versions of motif, focus on expression over physical complexity
Cross-Curricular Links
English
Listening to poetry, vocabulary development, interpreting text through movement
Science
Understanding how bodies move, muscle control, balance and coordination
Mathematics
Counting beats and sequences, understanding patterns, spatial concepts
PSHE
Self-confidence, collaboration, giving and receiving feedback respectfully
Teacher Guidance
Positioning
Central location with clear view of all students during movement, corner position during performances for side view
Observation Focus
Creative interpretation of poetry through movement; Spatial awareness and safe movement choices; Memory retention of motif sequence; Confidence in performance situations
Intervention Points
["Step in if unsafe movement occurs during exploration", "Provide encouragement for reluctant performers", "Guide feedback discussions toward positive, specific comments"]
Demonstration Notes
Always demonstrate movements clearly before asking students to attempt. Use exaggerated movements for visibility. Count aloud to establish timing. Show both correct technique and creative expression.
Verbal Cues
- •'Find your own creative way!'
- •'Remember to move safely!'
- •'Let's all move together!'
- •'What a creative interpretation!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 8m x 8m, clear of obstacles and furniture
Surface Check
Non-slip surface, dry and even, suitable for bare feet or soft shoes
Equipment Safety
Safety Checks
- •Picture cards securely attached to walls at child height
- •Music player positioned safely away from movement area
- •No loose equipment in movement space
Risk Management
Key Risks
- •Collisions during corners game and circular driving movements
- •Trips and falls during enthusiastic movement
- •Over-excitement leading to unsafe movement choices
Risk Mitigation
- •Clear boundaries established for all movement activities
- •Emphasis on controlled movement throughout
- •Regular reminders about spatial awareness
- •Teacher positioning for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during movement exploration
- •Monitor corners game for safe movement to walls
- •Watch for fatigue during longer sequences
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed