Lesson 2 - Creative Movement and Timing
Fire of London: Historical Storytelling Through Creative Movement
•Year 1
•Dance
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How can we use our bodies to tell the story of the Great Fire of London through creative movement?
Learning Objectives
- To develop creative ideas using the words in the mind map as our stimulus
- To focus on timing and performing the completed motif in unison
- To use our bodies to express theme-related shapes, movements and feelings
Key Outcomes
- Students will create the second 16 counts of their Fire of London motif
- Students will perform a complete 32-count motif with improved timing
- Students will demonstrate creativity through movement interpretation
Equipment & Resources Required
Test volume levels before lesson starts
Alternative: Tablet/phone with speaker
Place one in each corner of the room before students enter
Alternative: Hand-drawn pictures or printed A4 images
Ready for mind mapping activity
Alternative: Large paper and felt tips
Pre-loaded: 'Fire begins in Pudding Lane', 'Disco Inferno', 'Burn' by Ellie Goulding
Alternative: Any upbeat music for corners game, calm music for warm-up
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
Moving in time with the music and with other dancers
How we perform movements - fast/slow, strong/gentle, sharp/smooth
Making up movements spontaneously without planning
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students know basic locomotor movements like walking, running, and skipping
- Students have experienced the first 16 counts of the Fire of London motif
- Students understand how to move safely in a shared space
Current Skills
- Creating movements to match theme words
- Performing movements with timing and control
- Working collaboratively to build a group dance
Next Steps
- Developing more complex movement sequences
- Incorporating dramatic expression and character work
- Creating dances with clear beginning, middle and end
Milestone Indicators
Key Teaching Points
- Always connect movement to the Fire of London story for meaningful learning
- Use counting and musical beats to develop timing skills
- Encourage creative interpretation while maintaining structure
- Build performance confidence through positive feedback
- Emphasise dancing together in unison as a group skill
- Connect vocabulary to movement for deeper understanding
- Create a safe environment for creative risk-taking
Common Misconceptions
- Students may think there's only one 'right' way to interpret each word - emphasise multiple creative solutions
- Some may believe dancing requires special talent - stress that everyone can dance and contribute
- Students might think timing means moving fast - clarify that timing means moving with the music
- Some may assume performance is only for 'good' dancers - ensure all students perform and feel valued
SEN Adaptations
ADHD
- Include regular movement breaks, provide fidget tools for sitting times, offer leadership roles
dyspraxia
- Break movements into smaller steps, provide extra practice time, offer simplified alternatives
autism spectrum
- Provide clear routine structure, offer quiet observation option, use visual timetable for lesson sections
visual impairment
- Use verbal descriptions of all movements, provide physical guidance for positioning, use contrasting corner cards
hearing impairment
- Use visual cues and demonstrations, provide written instructions, use vibrations for musical timing
physical disability
- Adapt movements for seated performance, modify arm movements for different mobility levels, ensure wheelchair accessible space
Cross-Curricular Links
English
Vocabulary development, storytelling through movement, oral feedback and discussion
History
Learning about the Great Fire of London 1666, understanding historical events and their impact
Music
Moving to beat and rhythm, understanding musical phrasing and timing
PSHE
Building confidence, working collaboratively, giving and receiving positive feedback
Teacher Guidance
Positioning
Stand where all students can see you clearly, move around to check individual progress
Observation Focus
Watch for creative interpretation, timing with music, safe movement, positive interaction
Intervention Points
Step in if students struggle with timing, provide encouragement for nervous performers, address unsafe movement immediately
Demonstration Notes
Always demonstrate movements clearly and at teaching pace first, then at performance pace. Use dramatic expression to inspire students.
Verbal Cues
- •'Feel the beat in your body'
- •'Show me the story through your movement'
- •'Dance together as one group'
- •'Safe spaces, creative faces!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 8m x 10m, clear of obstacles and furniture
Surface Check
Clean, dry floor suitable for dancing, no slippery areas
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Corner cards securely attached and not creating trip hazards
- •No trailing wires or cables in dance space
Risk Management
Key Risks
- •Collisions during directional running movements
- •Overexertion during energetic dancing
- •Trips and falls on inappropriate surfaces
Risk Mitigation
- •Clear boundaries established for all movement
- •Students taught to stay in designated spaces
- •Gradual build-up of movement intensity
- •Regular checks for adequate spacing between students
Supervision & Emergency Procedures
Supervision Points
- •Position teacher where all students are visible
- •Monitor energy levels throughout lesson
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, ensure other students remain calm and safe