Lesson 6 - Character Movement and Partner Work
Storytelling Through Movement: Nursery Rhyme Adventures
•Reception
•Dance
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How can we use our bodies to tell the story of Little Miss Muffet through movement?
Learning Objectives
- To explore character movements representing spiders and Little Miss Muffet
- To develop partner work skills in creative movement
- To create and perform simple movement sequences with control
Key Outcomes
- Students will create movements that represent different characters from the nursery rhyme
- Students will work cooperatively with a partner to tell a story through movement
- Students will perform their movements with confidence and clear actions
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Tablet, phone with speaker
Visible to teacher for reference
Alternative: Display on board, memorised version
Mark safe movement area boundaries
Alternative: Spots, beanbags as boundaries
Key Vocabulary
Moving your body to represent a person, animal, or thing from a story
A dancer who moves with control, clear actions, and confidence
Putting movements together in order, one after another
Working together with another person to create movements
Stopping completely still like a statue
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, crawling)
- Following simple instructions
- Moving to music with basic rhythm awareness
Current Skills
- Character representation through movement
- Partner cooperation and turn-taking
- Creating simple movement sequences
Next Steps
- More complex partner choreography
- Advanced character interpretation
- Group storytelling through dance
Milestone Indicators
Key Teaching Points
- Character movement should be big and clear enough for audience to understand
- Creeping spider movement requires slow, controlled action with four-point contact
- Partner work needs turn-taking, listening, and shared creative responsibility
- Champion dancers show control, confidence, and clear expression through movement
- Story sequence must have clear beginning (sitting/eating), middle (spider arrives), and end (reaction)
- Freeze positions should be strong, still, and safe
- Performance requires both confident sharing and respectful audience behaviour
Common Misconceptions
- Students may think faster movement is always better - emphasise control and character appropriateness
- Some may believe only 'scary' interpretations are correct - encourage creative character variations
- Partners might think they need identical movements - celebrate different interpretations
- Students may focus only on their own performance - develop audience and cooperation skills
- Some may think character work is 'just pretending' - emphasise skill development in movement quality
SEN Adaptations
ADHD
- Frequent movement opportunities, clear activity boundaries, regular positive reinforcement
dyspraxia
- Simplified movement sequences, additional practice time, adult movement support available
autism spectrum
- Clear structure and routine, visual story sequence cards, quiet space available for breaks
visual impairment
- Clear verbal descriptions of movements, partner guidance, tactile cues for positioning
hearing impairment
- Visual demonstration emphasis, sign support, vibration cues for freeze moments
physical disability
- Adapted character movements from seated/standing position, modified spider movements using available mobility
Cross-Curricular Links
English
Nursery rhyme familiarity, story sequencing, character understanding, vocabulary development
Science
Animal movement studies, observation skills, understanding animal behaviour
PSHE
Partnership skills, taking turns, celebrating differences, building confidence
Teacher Guidance
Positioning
Move around space to observe all students, position centrally for demonstrations
Observation Focus
Character expression, partner cooperation, spatial awareness, story understanding
Intervention Points
Support shy students in performance, guide partnership difficulties, ensure safety during movement
Demonstration Notes
Use exaggerated character movements for clarity, model positive partner interaction, show clear story sequence
Verbal Cues
- •'Slow spider creeping!'
- •'Big scared reaction!'
- •'Listen to your partner's ideas!'
- •'Champion dancers use control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 8m x 8m, clear of obstacles
Surface Check
Non-slip surface suitable for floor work and running
Equipment Safety
Safety Checks
- •Boundary markers positioned safely
- •Music at appropriate volume
- •Clear sight lines for teacher supervision
Risk Management
Key Risks
- •Collisions during spider crawling
- •Falls during character movements
- •Over-excitement during running away actions
Risk Mitigation
- •Clear personal space boundaries established
- •Controlled movement speeds emphasised
- •Constant supervision during floor work
- •Stop signal clearly established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during floor work
- •Monitor partner interactions for safety and cooperation
- •Watch for students becoming over-excited or scared
Emergency Procedures
Stop signal, assess situation, provide appropriate support or first aid