Lesson 2 - Animal Movement Motif Development
Creative Animal Expression Through Movement and Partnership
•Year 1
•Dance
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How can we use our bodies to tell animal stories through movement and work together in perfect time?
Learning Objectives
- To develop creative movement ideas using animal-themed vocabulary as stimulus
- To focus on timing and perform a completed 32-count motif in unison
- To demonstrate improved coordination, balance and spatial awareness through dance
Key Outcomes
- Students will create and perform the second half of their animal motif using mind map words
- Students will demonstrate improved timing and unison when performing as a group
- Students will show creativity and confidence when improvising animal movements
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Tablet with speaker, CD player
Place one set in each corner of the room
Alternative: Simple animal drawings, animal toys
Positioned where all children can see for mind mapping
Alternative: Flipchart paper, large sheets
Animal Action (Tumble Tots), Hakuna Matata, I'm the King of the Swingers ready to play
Alternative: Spotify playlist, YouTube playlist
Key Vocabulary
A short movement phrase that can be repeated and developed
The art of creating and arranging dance movements
When everyone performs the same movement at exactly the same time
To create movement spontaneously without planning
How we use energy in our movements - fast, slow, strong, gentle
The starting point or inspiration for creating dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can create basic animal movements
- Students understand the concept of a mind map
- Students have performed the first 16 counts of their motif
Current Skills
- Creating choreography using stimulus words
- Performing with timing and unison
- Combining movement phrases into longer sequences
Next Steps
- Adding facial expressions and character to movements
- Working in small groups to create choreography
- Evaluating and improving dance performances
Milestone Indicators
Key Teaching Points
- Always establish clear spatial boundaries before children begin moving
- Count aloud consistently to develop timing and rhythm awareness
- Use children's creative ideas as the basis for choreography to build ownership
- Connect all movements to animal characteristics to enhance expression
- Provide specific positive feedback using dance vocabulary
- Allow multiple attempts to build confidence before performance
- Maintain energy through enthusiasm while ensuring safety remains priority
Common Misconceptions
- That there are 'right' and 'wrong' animal movements - emphasise creativity within safety
- That everyone must move exactly the same - celebrate individual interpretation within unison framework
- That dance is only about arm movements - encourage whole body expression
- That timing means rushing - teach that timing means moving together, not faster
- That performance is only for 'good' dancers - ensure all children have opportunity to perform
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular movement breaks, positive reinforcement
dyspraxia
- Break down movements into smaller steps, extra practice time, larger movement patterns, reduce complexity
autism spectrum
- Provide clear structure and routine, visual schedule of activities, quiet space available if needed
visual impairment
- Use clear verbal descriptions of movements, provide tactile guidance, ensure good contrast for visual aids
hearing impairment
- Use visual demonstrations, hand signals for counting, vibration cues for music beats
physical disability
- Adapt movements for seated position, use upper body focus, modify hopping to stepping
Cross-Curricular Links
English
Vocabulary development through animal words, speaking and listening skills during feedback
Maths
Counting beats and sequences, understanding patterns and repetition in dance
Science
Animal movements and characteristics, understanding how different animals move
Geography
Animal habitats and where different animals live around the world
PSHE
Building confidence, working together, celebrating differences in creative expression
Teacher Guidance
Positioning
Move around the edge of the space for maximum visibility, join in demonstrations from the front
Observation Focus
Watch for creative expression, timing accuracy, spatial awareness and positive interaction
Intervention Points
Step in if children struggling with timing, provide individual support during exploration, mediate any conflicts
Demonstration Notes
Demonstrate: Use exaggerated movements for visibility, count clearly and consistently, show enthusiasm for children's ideas
Verbal Cues
- •'Find your own space like a smart animal!'
- •'Listen to the beat and move with the music!'
- •'Show me your animal character with your whole body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 10m clear floor space, suitable for 30 children moving simultaneously
Surface Check
Clean, dry, non-slip floor free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Volume levels appropriate - children can hear instructions over music
- •Animal cards secured in corners, no sharp edges
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during hopping and turning movements
- •Over-excitement leading to loss of control
Risk Mitigation
- •Clear boundaries established before movement begins
- •Personal space teaching emphasised throughout
- •Progressive skill building from simple to complex movements
- •Regular safety reminders during transitions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Move around space during exploration activities
- •Monitor energy levels and provide rest as needed
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained