🎵

Lesson 3 - Fireworks Dance with Props

Imaginative Movement & Storytelling

•

Reception

•

Dance

•

40 min

Big Question

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

Base Stations

1 per student (30)

Arranged in a large circle around the performance space

Alternative: Cones, hoops, carpet squares, or chalk marks

Scarves

1 per student (30)

Different colours if available to enhance visual effect

Alternative: Ribbons, streamers, light fabric pieces, or pom-poms

Track

Ensure volume allows for teacher instructions to be heard

Alternative: Classical music with varying dynamics, or dramatic instrumental music

Warm-Up Music

Should have obvious 8-count phrases for Simon Says activity

Alternative: Any age-appropriate music with clear beat

Key Vocabulary

Explode

A sudden, big movement that starts small and becomes large quickly

Sparkler

A firework that creates bright trails of light - gentle and flowing

Fizzle

Small, quick movements like tiny sparks

Catherine Wheel

A firework that spins round and round in circles

Levels

Different heights - high (standing tall), middle (crouching), low (on the floor)

Sequence

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

Confident use of props in creative ways

Clear differentiation between explosive and gentle movements

Ability to perform in front of others with confidence

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