Creative Storytelling Through Pirate Adventure Dance
•Year 1
•Dance
•Test volume and sound quality before lesson begins
Alternative: Portable speaker, iPad with amplification
Main track: 'He's a Pirate' by Klaus Badelt, Warm-up: 'Yo Ho! (A Pirates Life for Me)'
Alternative: Pre-downloaded on multiple devices as backup
Ensure battery charged and sufficient storage space available
Alternative: Tablet, smartphone, digital camera
For creating performance checklist with class
Alternative: Large paper, interactive whiteboard
Different colours for highlighting key points
Alternative: Chalk for blackboard
For final stretching and cool-down section
Alternative: Marked spaces on floor
Showing your dance to an audience with confidence and skill
Moving in time with the music, staying with the beat
High, middle and low positions in dance movements
Helpful comments about what someone did well and how they could improve
Looking carefully at a performance and thinking about what was good
When partners or groups move together at exactly the same time
Understanding where pupils are coming from and where they're going
Developing vocabulary through dance terminology, giving oral feedback to peers, expressing ideas about performance quality
Counting beats in music, understanding timing and rhythm patterns, recognising sequences and patterns in movement
Understanding how exercise affects heart rate and breathing, body awareness and coordination, effects of physical activity on wellbeing
Creating expressive movements, understanding performance as artistic expression, appreciating creativity and aesthetic qualities
Understanding beat and rhythm, responding to musical structures, developing sense of timing and musical interpretation
Building confidence through performance, giving and receiving feedback constructively, celebrating achievements and supporting peers
Move around space during practice, position at front during performances, sit with group during reflection
Watch for performance confidence, quality of peer feedback, application of learning objectives
Step in if feedback becomes unkind, support struggling performers, celebrate improvements
Model confident performance posture, demonstrate feedback format clearly, show enthusiasm for final celebrations
Large indoor space (hall/gymnasium) minimum 8m x 10m, clear of obstacles and with non-slip surface
Dry, even floor free from hazards, mats available for floor work
Stop activity immediately, assess situation, provide appropriate first aid or emotional support as needed
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