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Lesson 1 - Exploring Colour Through Movement

Themed Movement Exploration

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Reception

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Dance

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45 min

Big Question

How can colours make our bodies move in different ways?

Learning Objectives

Explore colour stimulus using a range of actions in dance
Choreograph a short sequence combining different movements
Describe how actions relate to colour feelings and emotions

Key Outcomes

Students will create movement sequences inspired by colours
Students will work cooperatively with partners to explore dance
Students will express feelings and emotions through movement

Equipment & Resources Required

Coloured Cones

7 (in different colours: red, blue, yellow, green)

Spread around the dance space with clear pathways between them

Alternative: Coloured hoops, coloured mats, or coloured paper circles

Fabric Pieces

1 per pair (various colours)

Keep ready to distribute during Task 2

Alternative: Coloured scarves, coloured paper, or coloured cards

Music Player

1 set

Test volume levels before lesson starts

Alternative: Tablet with portable speaker

Worksheets

6-8 sheets displayed around room

Display at child eye level around the dance space

Alternative: Simple colour pictures with emotion words

Background Music

Have ready for 'sleeping' activity in Task 2

Alternative: Nature sounds or gentle instrumental music

Key Vocabulary

Sequence

A series of movements performed one after another

Stimulus

Something that inspires or causes a reaction (like colours inspiring movement)

Choreography

Planning and arranging dance movements

Expression

Showing feelings through our face and body movements

Coordination

Making different parts of your body work together smoothly

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Following simple instructions
Understanding of basic colours

Current Skills

Responding to colour stimulus through movement
Creating simple movement sequences
Working cooperatively with partners

Next Steps

Developing more complex choreographic ideas
Improving timing and coordination
Exploring different dance stimuli

Milestone Indicators

Can create movements that clearly relate to colours

Shows improvement in coordination and control

Demonstrates creativity in movement choices

Key Teaching Points

Connect every movement clearly to the colour stimulus and emotions
Encourage creativity and personal interpretation rather than copying
Use imagery and storytelling to help children understand movement quality
Build sequences gradually from individual movements to flowing combinations
Celebrate variety in responses - there are no 'wrong' colour connections
Support collaboration through structured partner work
Create safe, supportive atmosphere for performance and sharing

Common Misconceptions

Children thinking there are 'correct' movements for each colour - emphasise personal interpretation
Belief that movements must be big and energetic - show how gentle, small movements can be equally expressive
Partners must move identically - encourage complementary rather than identical movements
Sequences must be long and complex - demonstrate that simple, clear sequences are more effective
Only bright colours inspire movement - explore how all colours, including neutral ones, can create movement

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries for activities, shorter discussion periods with physical activity

dyspraxia

Simplified movement patterns, extra practice time, visual demonstrations of each movement, partner support

autism spectrum

Clear structure with predictable routine, visual schedule showing lesson sections, quiet space available if needed

visual impairment

Use high contrast coloured materials, verbal descriptions of colours and movements, tactile colour cards with different textures

hearing impairment

Visual demonstrations of all instructions, use of visual colour cues, partner support for communication

physical disability

Seated movement options, adapted movements using available body parts, upper body focus for wheelchair users

Cross-Curricular Links

Teacher Guidance

Positioning

Move around the room during activities, position in centre for circle time, at edge during performances

Observation Focus

Watch for creative movement choices, note collaboration skills, monitor safety during exploration

Intervention Points

Step in if children struggling with colour connections, support shy children in sharing, manage over-excited behaviour

Demonstration Notes

Use your own body expressively to show colour connections, exaggerate movements for clarity, join in with children's explorations

Verbal Cues

•'Show me how that colour makes your body want to move!'
•'What does your colour feel like in your arms?'
•'Can you make your movement even bigger/smaller/smoother?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 8m x 10m, clear of obstacles and tripping hazards

Surface Check

Clean, non-slip surface suitable for sitting and moving, check for any spills or debris

Equipment Safety

Safety Checks

•Coloured cones stable and not sharp edges
•Fabric pieces clean and appropriate size (not too large to cause tripping)
•Music equipment secured and volume tested

Risk Management

Key Risks

•Collisions during warm-up weaving activities
•Over-excitement leading to unsafe movement
•Fabric materials causing slips or entanglement

Risk Mitigation

•Clear boundaries established for movement activities
•Adequate spacing maintained between pairs during work
•Regular reminders about controlled, safe movement
•Teacher positioned for maximum visibility of all children

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during weaving warm-up
•Move around room during partner work to monitor
•Ensure clear sightlines during performances

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, assess any injuries, provide appropriate first aid, contact office if needed