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Lesson 2 - Creative Movement and Timing

Fire of London: Historical Storytelling Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

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

Tunnel Systems

Test volume levels before lesson starts

Alternative: Tablet/phone with speaker

Cards

Place one in each corner of the room before students enter

Alternative: Hand-drawn pictures or printed A4 images

Sun Markers

1 set

Ready for mind mapping activity

Alternative: Large paper and felt tips

Music Tracks

3 tracks needed

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

Motif

A short movement phrase that can be repeated and developed

Choreography

The art of creating and arranging dance movements

Unison

When everyone performs the same movement at exactly the same time

Timing

Moving in time with the music and with other dancers

Dynamics

How we perform movements - fast/slow, strong/gentle, sharp/smooth

Improvise

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

Students create movements that clearly relate to the stimulus word

Students can repeat movement sequences accurately

Students show awareness of timing when dancing with others

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