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Lesson 2 - Creating Our Toys Motif Part 2

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 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

Music Player

Position for clear sound throughout space

Alternative: Tablet or phone with good speakers

Cards

4 large cards

Place one card in each corner of the room

Alternative: Printed images or drawn pictures on A4 paper

Poems

1 copy for teacher

Large enough for teacher to read clearly

Alternative: Displayed on board or tablet

Music Tracks

3 tracks needed

Toy Box Song, Raggy Dolls Theme, instrumental for motif practice

Alternative: Any upbeat children's songs if specific tracks unavailable

Key Vocabulary

Motif

A short dance sequence that can be repeated and remembered

Choreography

Making up and arranging dance movements

Unison

When everyone moves at exactly the same time

Levels

How high or low our body moves - high, medium, low

Dynamics

How we perform movements - fast, slow, strong, gentle

Expression

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

Shows creativity in movement interpretation

Maintains safe spatial awareness during dance

Performs sequences from memory with confidence

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