Lesson 3 - Moving with Props and Contrasting Tempos
Daily Life Through Creative Movement and Storytelling
•Reception
•Dance
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How can we move like champion dancers using props to show different types of weather?
Learning Objectives
- To respond to words and music using bodies and props with control
- To move in relation to rhythm and tempo changes in music
- To develop spatial awareness when moving with props
Key Outcomes
- Students will use props (scarves, feathers, ribbons) to represent different weather conditions
- Students will demonstrate contrasting movements to fast and slow music
- Students will perform weather-themed movements with confidence to an audience
Equipment & Resources Required
Distributed around hall perimeter for easy collection
Alternative: Light fabric squares, silk scarves, chiffon pieces
Keep in basket for controlled distribution
Alternative: Paper feathers, lightweight streamers
Various colours available for student choice
Alternative: Streamers, lightweight fabric strips
Teacher positioned for easy access during lesson
Alternative: Recorded sound effects, voice sounds
Contrasting tempo music pre-loaded and ready
Alternative: Phone with speaker, tablet
Key Vocabulary
Dancers who move with control, skill and confidence
Objects like scarves, feathers or ribbons used to enhance dance
The speed of the music - fast or slow
The pattern of beats in music
Very different from each other
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body movements and travelling actions
- Simple responses to music and rhythm
- Understanding of different weather types
Current Skills
- Using props to enhance movement expression
- Adapting movement to contrasting musical tempos
- Creating weather-themed dance movements
Next Steps
- Combining multiple props in dance sequences
- Creating longer movement phrases with clear beginning, middle and end
- Working collaboratively to create group weather dances
Milestone Indicators
Key Teaching Points
- Connect all movements clearly to weather themes for meaningful context
- Emphasise the contrast between different weather types and musical tempos
- Ensure props enhance rather than dominate the movement experience
- Create supportive performance environment where all students feel confident
- Use weather imagery throughout to maintain thematic coherence
- Encourage creative interpretation while maintaining safety awareness
- Build from simple weather walking to complex prop integration systematically
Common Misconceptions
- Props are just for waving around - teach purposeful use connected to weather
- Faster music always means running - encourage varied fast movements
- Weather movements must be literal - allow creative interpretation
- Only some students can be 'champion dancers' - emphasise everyone's potential
- Performance means perfect technique - focus on confidence and expression
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries for prop use, regular positive reinforcement
dyspraxia
- Larger, easier-to-grip props, simplified movement patterns, extra demonstration time
autism spectrum
- Clear routine structure, predictable prop distribution system, quiet retreat space available if needed
visual impairment
- Use bells and instruments with distinct sounds, verbal descriptions of prop qualities, partner support for spatial orientation
hearing impairment
- Visual cues for tempo changes, tactile props exploration, clear visual demonstrations of movements
physical disability
- Alternative prop holding methods, seated weather movements, modified movement ranges appropriate to ability
Cross-Curricular Links
English
Weather vocabulary expansion, descriptive language, story imagery
Maths
Fast and slow concepts, patterns in music, spatial awareness
Science
Weather types, natural phenomena, cause and effect of weather conditions
Geography
Weather patterns, seasonal changes, weather around the world
Music
Tempo recognition, rhythm response, musical expression through movement
PSHE
Confidence building, performance skills, appreciation of others' efforts
Teacher Guidance
Positioning
Central position for optimal visibility during movement activities, near music controls
Observation Focus
Watch for creative interpretation, safe prop use, and tempo responsiveness
Intervention Points
Step in for unsafe prop use, lack of participation, or confusion about instructions
Demonstration Notes
Demonstrate: Exaggerate weather movements for clarity, show clear tempo contrasts, model safe prop use
Verbal Cues
- •'Show me your weather!'
- •'Listen to the music!'
- •'Use your whole body!'
- •'Keep your props safe!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large open space minimum 8m x 8m, clear of obstacles
Surface Check
Non-slip surface, dry conditions, adequate space for prop movement
Equipment Safety
Safety Checks
- •Check props for wear or damage before distribution
- •Ensure ribbons and scarves are appropriate length to avoid tripping
- •Verify feathers are secure and won't shed excessively
Risk Management
Key Risks
- •Entanglement with props during movement
- •Collisions due to prop movement in shared space
- •Slipping on dropped props or loose materials
Risk Mitigation
- •Establish clear prop safety rules before distribution
- •Maintain adequate spacing between students during prop activities
- •Immediate collection of dropped props from floor
- •Clear sight lines for teacher supervision throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for optimal view of all students during prop use
- •Monitor prop safety and spatial awareness continuously
- •Intervene immediately if unsafe prop use observed
Emergency Procedures
Stop activity immediately, secure all props, assess situation and provide appropriate support