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Lesson 5 - Moving to Contrasting Tempos

Storytelling Through Movement: Nursery Rhyme Adventures

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Reception

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Dance

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30 min

Big Question

How can we use our bodies to tell the story of The Three Little Pigs through movement?

Learning Objectives

To respond to words and music using different parts of the body
To explore moving at contrasting tempos (light and heavy)
To create movements that represent different materials and characters

Key Outcomes

Students will move their bodies with big, clear actions
Students will experiment with light and heavy movements
Students will respond to musical cues and tempo changes

Equipment & Resources Required

Drum

Keep within easy reach for tempo demonstrations

Alternative: Tambourine, wooden blocks, or recorded sound effects

Music Player

Test volume levels before lesson starts

Alternative: Phone, tablet with speaker

Storybook

Mark key pages for quick reference

Alternative: Pictures or visual story cards

Open Space

Remove obstacles, ensure safe movement area

Alternative: Clear area of classroom

Key Vocabulary

Tempo

How fast or slow the music is

Light movements

Moving gently and softly like feathers

Heavy movements

Moving with weight and strength

Freeze

Stop moving completely like a statue

Champion dancer

Someone who moves with control and listens to music

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Ability to start and stop on command
Experience with simple nursery rhymes

Current Skills

Moving at contrasting tempos
Representing materials through movement
Responding to drum beats and musical cues

Next Steps

Creating short dance sequences
Working with partners to tell stories
Using props to enhance storytelling

Milestone Indicators

Clear differentiation between light and heavy movements

Confident response to musical changes

Creative interpretation of story elements

Key Teaching Points

Emphasise clear contrasts between light and heavy movements throughout
Use the story context to motivate and explain movement choices
Build from simple individual movements to responding to external cues
Celebrate effort and creativity over technical perfection
Maintain safety focus especially during falling and spinning movements
Use champion dancer concept to encourage listening and control
Connect movements to real material properties children can understand

Common Misconceptions

All materials move the same way - clarify unique properties of hay, sticks, and bricks
Louder music means bigger movements - teach listening for specific cues rather than volume
Only 'good' dancers can be champions - emphasise that control and listening make champions
The wolf is scary - focus on fun movement game rather than frightening elements
Heavy movements must be violent - show that heavy can be controlled and strong

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement breaks between sitting

dyspraxia

Simplified movement patterns, extra demonstration time, focus on effort over precision

autism spectrum

Visual story schedule, clear routine structure, quiet space available for breaks

visual impairment

Use verbal descriptions of movements, tactile props for materials, buddy system for guidance

hearing impairment

Visual cues for drum beats, demonstration-led instruction, vibrating drum for tactile feedback

physical disability

Seated versions of movements, hand/arm movements only, adapted falling actions

Cross-Curricular Links

English

Story comprehension, sequencing events, vocabulary development (light, heavy, materials)

Maths

Counting drum beats, understanding concepts of more/less (wind strength)

Science

Material properties, forces (wind), cause and effect relationships

PSHE

Following instructions, taking turns, showing empathy for story characters

Teacher Guidance

Positioning

Stand where all students are visible, move around space to support individuals

Observation Focus

Watch for safe movement, creative interpretation, and emotional responses

Intervention Points

Step in when students need safety support or movement guidance

Demonstration Notes

Use exaggerated movements to show clear contrasts, model safe falling techniques

Verbal Cues

•'Light like feathers!'
•'Heavy like rocks!'
•'Listen to the drum!'
•'Show me with your whole body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space for 30 Reception students

Surface Check

Non-slip surface, clear of obstacles and sharp edges

Equipment Safety

Safety Checks

•Check drum is not too loud for young ears
•Ensure story book has no sharp corners
•Test music volume at appropriate level

Risk Management

Key Risks

•Falls during 'blown away' movements
•Collisions during free movement
•Dizziness from spinning actions
•Overexcitement during wolf theme

Risk Mitigation

•Teach safe falling techniques (knees first, rolling)
•Maintain adequate spacing between students
•Limit spinning to short bursts with rest periods
•Monitor emotional responses to story elements

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during movement
•Stay mobile to assist with falling safely
•Watch for signs of overexertion or distress

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid and emotional support