Lesson 2 - Creative Movement and Expression
Storytelling Through Movement and Creative Expression
•Reception
•Dance
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How can we use our bodies to bring nursery rhyme stories to life through movement?
Learning Objectives
- To listen carefully to nursery rhymes and create expressive movements in response
- To move safely in space whilst being aware of ourselves and others
- To develop the second half of our nursery rhyme motif through creative choreography
Key Outcomes
- Students will create imaginative movements inspired by nursery rhyme words and themes
- Students will demonstrate safe movement in shared space with good spatial awareness
- Students will complete a full 24-count nursery rhyme motif combining two 12-count sections
Equipment & Resources Required
Place one card in each corner of the room before lesson begins
Alternative: Simple drawings or photographs showing different actions/objects
Test volume and ensure all tracks are queued and ready
Alternative: Tablet/phone with portable speaker
Have selected nursery rhymes ready to read clearly
Alternative: Printed nursery rhyme texts or digital display
Ensure all students can see from sitting position
Alternative: Flip chart or wall space for visual focus
Key Vocabulary
A short sequence of movements that can be repeated and developed
Making up or creating dance movements and putting them in order
When everyone performs the same movements at the same time
How high or low our body is when we move - high, medium, or low
How we perform movements - strong, gentle, quick, slow, smooth, sharp
Using our face and body to show feelings and emotions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Experience following simple movement instructions
- Familiarity with nursery rhymes and their words
- First 12 counts of nursery rhyme motif from previous lesson
Current Skills
- Creative interpretation of words through movement
- Collaborative choreography and idea sharing
- Performance skills and audience awareness
- Combining movement sequences into longer motifs
Next Steps
- Developing more complex choreographic structures
- Working with different musical styles and tempos
- Creating original dance stories and narratives
- Understanding dance performance techniques
Milestone Indicators
Key Teaching Points
- Create a supportive environment where all movement ideas are valued and celebrated
- Use clear, steady counting to help children maintain timing and coordination
- Connect movement choices back to specific words in the nursery rhymes
- Encourage spatial awareness and safety through heads up, eyes forward reminders
- Build performance confidence through positive feedback and multiple practice opportunities
- Use appropriate dance vocabulary to develop children's understanding and expression
- Balance creative freedom with structured guidance to support all learners
Common Misconceptions
- Children may think there are 'right' and 'wrong' ways to interpret words through movement
- Some students might believe they need to copy others rather than create their own ideas
- Children may think dance movements need to be complex to be good
- Students might assume that making mistakes during performance means they have failed
- Some children may believe that only certain types of children can be good at dance
SEN Adaptations
ADHD
- Provide movement breaks between activities, use clear visual and verbal cues, offer leadership roles for engagement
dyspraxia
- Break movements into smaller steps, provide additional practice time, use verbal cues alongside visual demonstration
autism spectrum
- Provide visual schedule of lesson sections, offer quiet zone for breaks, use consistent routine structure
visual impairment
- Use descriptive language for movements, pair with sighted buddy, provide tactile cues for timing
hearing impairment
- Use visual cues and gestures, provide written nursery rhyme texts, use vibrating speaker for rhythm
physical disability
- Adapt movements to seated or supported positions, focus on upper body expression, modified timing as needed
Cross-Curricular Links
Maths
Counting beats and sequences, understanding number patterns in rhymes, spatial awareness concepts
Music
Listening to rhythm and beat, responding to musical cues, understanding tempo and dynamics
PSHE
Building confidence, taking creative risks, giving and receiving feedback, collaborative working
Teacher Guidance
Positioning
Move around the space to observe all children, position centrally for demonstrations and timing cues
Observation Focus
Watch for creative expression, timing accuracy, spatial awareness, and positive collaboration
Intervention Points
Step in if children need movement inspiration, safety reminders, or confidence building support
Demonstration Notes
Use exaggerated, clear movements that children can easily see and copy, maintain enthusiastic energy throughout
Verbal Cues
- •'Heads up, eyes forward for safety!'
- •'Show me your creative ideas!'
- •'Listen to the words and let them move your body!'
- •'Big, confident movements that fill the space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall or studio space minimum 8m x 8m, clear of obstacles and hazards
Surface Check
Non-slip floor surface, dry and clean, free from objects that could cause trips or falls
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Picture cards securely attached to corners, no sharp edges
- •No loose wires or cables in movement pathways
Risk Management
Key Risks
- •Collisions during movement and running to corners
- •Overexertion during energetic performance sections
- •Falls during stretching or balance activities
Risk Mitigation
- •Clear boundaries established for movement area
- •Emphasis on controlled movement and spatial awareness
- •Regular reminders about heads up, eyes forward safety
- •Adequate rest and cool-down periods
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during corners game
- •Monitor energy levels during performance sections
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if any safety concern, assess situation, provide appropriate first aid or support as needed