Lesson 3 - Fireworks Dance with Props
Imaginative Movement & Storytelling
•Reception
•Dance
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How can we use our whole body and props to create the magic of fireworks through dance?
Learning Objectives
- To explore movement using props safely and effectively
- To move with control and coordination showing different levels and speeds
- To create and perform expressive dance movements inspired by fireworks
Key Outcomes
- Students will demonstrate controlled movements with scarves as props
- Students will show coordination in explosive and flowing movements
- Students will perform a fireworks dance sequence with expression and creativity
Equipment & Resources Required
Arranged in a large circle around the performance space
Alternative: Cones, hoops, carpet squares, or chalk marks
Different colours if available to enhance visual effect
Alternative: Ribbons, streamers, light fabric pieces, or pom-poms
Ensure volume allows for teacher instructions to be heard
Alternative: Classical music with varying dynamics, or dramatic instrumental music
Should have obvious 8-count phrases for Simon Says activity
Alternative: Any age-appropriate music with clear beat
Key Vocabulary
A sudden, big movement that starts small and becomes large quickly
A firework that creates bright trails of light - gentle and flowing
Small, quick movements like tiny sparks
A firework that spins round and round in circles
Different heights - high (standing tall), middle (crouching), low (on the floor)
A series of movements performed one after another in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills - running, jumping, hopping
- Simple spatial awareness and finding own space
- Following instructions and responding to signals
Current Skills
- Using props safely and expressively in dance
- Creating movements at different levels and speeds
- Performing sequences with control and coordination
Next Steps
- More complex prop manipulation in dance
- Creating longer dance sequences with partners
- Exploring different themes through expressive movement
Milestone Indicators
Key Teaching Points
- Always demonstrate prop safety and proper scarf handling before students begin
- Emphasise big, confident movements rather than small, tentative actions
- Use clear timing and counting to support sequence learning
- Connect movement qualities to real firework characteristics for understanding
- Celebrate creative interpretation while maintaining safety standards
- Ensure all students get opportunity to perform and be audience
- Use positive, specific feedback to build confidence and skills
Common Misconceptions
- Students may think they need to throw scarves high every time - clarify when to throw and when to keep control
- Some may believe faster spinning is always better - emphasise controlled, safe spinning
- Students might think all fireworks explode the same way - explore variety in firework types and movements
- May assume performance means being perfect - reinforce that creativity and effort are more important
- Could think props make movement harder - show how props can enhance and support expression
SEN Adaptations
ADHD
- Use clear structure with frequent check-ins, provide movement breaks, use props to maintain focus
dyspraxia
- Break movements into smaller steps, provide extra practice time, use larger scarves for easier grip
autism spectrum
- Provide visual sequence cards, allow practice time before performance, offer quiet space if needed
visual impairment
- Use bright coloured scarves, provide tactile exploration of props, clear verbal descriptions of movements
hearing impairment
- Use visual demonstrations extensively, provide written sequence cards, use visual timing cues
physical disability
- Adapt movements for seated position, use shorter scarves for easier control, modify spinning to safe alternatives
Cross-Curricular Links
Maths
Counting beats and timing, exploring shapes and patterns with scarves, spatial awareness concepts
Science
Understanding forces in spinning movements, exploring different speeds and energy levels
Art
Creating visual patterns and shapes with props, exploring colour and movement expression
PSHE
Building confidence through performance, appreciating others' creativity and effort
Teacher Guidance
Positioning
Move around perimeter during activities to see all students, position centrally for demonstrations
Observation Focus
Watch for safe prop use, creative expression, and sequence understanding
Intervention Points
Step in if unsafe scarf use observed, support students struggling with sequence
Demonstration Notes
Demonstrate all movements clearly before students attempt, use exaggerated actions for visibility
Verbal Cues
- •'Make it bigger!'
- •'Hold your scarf corner!'
- •'Keep spinning slowly!'
- •'Remember the sequence!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 10m clear space with base stations around perimeter, adequate height for scarf movements
Surface Check
Non-slip surface essential for spinning movements, clear of obstacles that could catch scarves
Equipment Safety
Safety Checks
- •Check scarves have no tears or loose threads
- •Ensure scarves are appropriate length (not too long to trip on)
- •Verify base stations are stable and won't move
Risk Management
Key Risks
- •Strangulation from scarves around neck
- •Falls during spinning movements
- •Collisions during explosive movements
- •Overexertion during vigourous activity
Risk Mitigation
- •Clear instruction never to put scarves around neck
- •Controlled spinning speeds demonstrated and monitored
- •Adequate spacing maintained throughout
- •Regular breathing breaks during vigourous sections
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during spinning activities
- •Monitor scarf use continuously
- •Watch for signs of dizziness during spinning
Emergency Procedures
Stop activity immediately, assess student safety, provide first aid if needed, calm other students