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Lesson 4 - Fireworks Dance Movements

Imaginative Movement & Storytelling

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Reception

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Dance

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40 min

Big Question

How can we use our whole body to create an exciting fireworks display through dance?

Learning Objectives

To move with control and co-ordination whilst creating firework movements
To express and communicate ideas about fireworks through creative movement
To work collaboratively to create a group fireworks dance performance

Key Outcomes

Students will confidently perform firework-inspired movements with control
Students will express creativity through dance whilst maintaining spatial awareness
Students will successfully collaborate to create and perform a group fireworks dance

Equipment & Resources Required

Base Stations

Arranged in a large circle around the activity area with equal spacing

Alternative: Cones, hoops, or laminated coloured circles

Scarves

30 (1 per child)

Pre-distributed at each base station before lesson begins

Alternative: Ribbons, light fabric strips, or crepe paper streamers

Track

Audio system tested and volume adjusted for clear 'bang' sound cues

Alternative: Percussion instruments for live sound effects, or classical music with varying dynamics

Beats Audio

Cued ready to play immediately after introduction

Alternative: Any gentle, flowing instrumental music

Key Vocabulary

Control

Moving your body exactly how you want it to move, stopping when you need to

Formation

The shape or pattern that dancers make when they stand in specific positions

Choreography

A planned sequence of dance movements that tells a story or creates a picture

Sparkler

A type of small firework that creates bright, sparkling light

Exploding

A sudden, big movement that spreads out in all directions like a firework burst

Levels

The height at which you move - high (standing/jumping), middle (sitting), low (lying down)

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness and ability to move without collisions
Understanding of stop and start commands from previous dance lessons
Experience with simple travelling movements like running and skipping

Current Skills

Controlled stopping and starting with upper body coordination
Creative interpretation of firework movements using whole body
Group choreography following set patterns and formations

Next Steps

More complex choreographed sequences with partner work
Introduction to rhythm patterns and musical phrasing
Performance skills with expression and confidence

Milestone Indicators

Demonstrates clear control when stopping on command

Shows creativity in interpreting firework movements

Maintains formation awareness during group sequences

Key Teaching Points

Always demonstrate movements clearly before expecting children to perform them
Use counts of 8 consistently to help children stay in time and develop rhythm
Emphasise the connection between movements and firework characteristics throughout
Maintain formation awareness and spacing for safety during group sections
Encourage creativity while providing structure through the choreographed sequence
Balance individual expression with group coordination skills
Use positive language to build confidence in performance situations

Common Misconceptions

That dance requires perfect synchronization - emphasise that creative interpretation is valuable
That bigger always means better - teach that controlled, clear movements are more effective
That spinning faster creates better effects - stress control and technique over speed
That only certain children are 'good' at dance - celebrate all attempts and individual creativity

SEN Adaptations

ADHD

Use shorter segments with clear breaks, provide additional movement opportunities, emphasise the active elements

dyspraxia

Break down movements into smaller steps, provide extra practice time, allow individual adaptations of coordination challenges

autism spectrum

Provide clear visual schedule of dance sections, allow practice time, offer quiet space if overwhelmed

visual impairment

Use bright coloured scarves, provide verbal descriptions of movements, pair with sighted buddy for formations

hearing impairment

Use visual cues and demonstrations, vibration signals for timing, clear sight lines to teacher

physical disability

Adapt movements for seated or supported positions, focus on upper body or possible movements, modify scarf use as needed

Cross-Curricular Links

Maths

Counting in sequences of 8, understanding patterns and repetition in choreography, spatial concepts like circle formation

Science

Forces and movement, light and sound concepts related to fireworks, understanding body systems during physical activity

Communication and Language

Following instructions, describing movements, giving and receiving feedback

Expressive Arts

Creative expression through movement, performance skills, appreciation of others' creativity

PSED

Working cooperatively, building confidence, celebrating achievements, showing appreciation for others

Understanding the World

Celebrations and festivals where fireworks are used, safety around real fireworks

Teacher Guidance

Positioning

Stand where entire circle can be seen, move around perimeter during group activities for varied observation angles

Observation Focus

Watch for spatial awareness, creative expression, group cooperation, and individual confidence levels

Intervention Points

Step in if children show dizziness, if formations become unsafe, or if some children need encouragement to participate

Demonstration Notes

Always demonstrate movements clearly before asking children to perform, use exaggerated movements for visibility, show both effective and less effective examples for comparison

Verbal Cues

•'Find your own space away from others'
•'Show me controlled movement'
•'Make your movement bigger and more exciting'
•'Remember to keep your scarf up high'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m for circle formation and group movement

Surface Check

Non-slip surface free from hazards, adequate grip for spinning and jumping movements

Equipment Safety

Safety Checks

•Scarves checked for tears that could cause tripping
•Base stations positioned securely and evenly spaced
•Audio equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during group travelling sections
•Dizziness from spinning movements
•Trips or falls from scarf trailing on ground
•Overexcitement leading to loss of control

Risk Mitigation

•Clear spacing guidelines and formation boundaries established
•Spinning movements taught with control and spotting technique
•Scarves demonstrated to be held up and away from feet
•Regular reminders about controlled movement and spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position to observe entire circle formation
•Monitor children during spinning for signs of dizziness
•Watch for fatigue during extended dance sequence

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, modify activity if needed