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Lesson 4 - Creating Movement Motifs

From Seed to Flower: Creative Movement Through Natural Growth

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Year 1

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Dance

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45 min

Big Question

How can we move like champion dancers and create our own seed-to-plant story through movement?

Learning Objectives

To respond to rhythms and patterns through controlled movement
To create and perform a motif representing the lifecycle of a plant
To work collaboratively with a partner to develop and perform dance sequences

Key Outcomes

Students will control and coordinate their bodies to perform a motif in time with music
Students will create movements representing germinating, bursting through, growing, and blooming
Students will work with a partner to mirror and sequence their plant lifecycle motif

Equipment & Resources Required

Music Player

Position for clear sound throughout space

Alternative: Tablet or phone with speaker

Plant Growth Music Track

1 playlist

Test volume levels before lesson begins

Alternative: Nature sounds or classical music with varying tempos

Cones

8-10

Mark partner starting positions around the space perimeter

Alternative: Chalk marks on floor

Cards

4 cards

Pictures showing germinating, bursting, growing, blooming

Alternative: Whiteboard drawings

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed in dance

Germinating

When a seed begins to sprout and grow

Bursting through

When the plant breaks through the soil surface

Growing

The plant getting taller and stronger

Bloom

When flowers open on the plant

Syllable

The beats or parts in a word when we say it

Mirror

Copying exactly what your partner does at the same time

Sequence

Movements performed one after another in order

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and clapping patterns from previous lessons
Experience with the star pattern rhythm (****4, ***3, **2, *1)
Understanding of what a motif is in dance

Current Skills

Creating movements to represent the four stages of plant growth
Moving in time with syllables and musical rhythm
Working with a partner to mirror and sequence movements

Next Steps

Combining multiple motifs into longer dance sequences
Performing to different styles of music
Creating group formations and patterns

Milestone Indicators

Consistent rhythmic movement matching claps or music

Clear, controlled movements representing each growth stage

Successful collaboration with partner in mirroring and sequencing

Key Teaching Points

Emphasise the contrast between different plant growth stages through movement quality
Use syllable work to develop rhythmic understanding and movement coordination
Focus on collaboration skills during partner work with clear role definitions
Encourage creative expression while maintaining structure and safety
Build from individual work to partner work gradually
Connect movement learning to cross-curricular science concepts
Celebrate effort and creativity rather than perfect technique

Common Misconceptions

Students may think all dance movements should be fast and energetic - emphasise variety in tempo and energy
Some may believe only certain students can be 'good' dancers - emphasise that everyone can be a champion dancer
Students might think mirroring means doing opposite movements - clarify that it means copying exactly
May assume plant growth happens quickly - use movement to show gradual, patient growth processes
Some students may think they need to perform perfectly - emphasise that learning and trying is most important

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular movement opportunities, positive reinforcement

dyspraxia

Break movements into smaller parts, additional practice time, visual and verbal cues

autism spectrum

Provide clear structure and routine, visual schedule of lesson sections, quiet space if needed

visual impairment

Use verbal descriptions of movements, partner guidance, tactile cues for rhythm

hearing impairment

Visual demonstrations of rhythm patterns, use visual cues and hand signals

physical disability

Adapt movements for seated position or limited mobility, focus on achievable range of motion

Cross-Curricular Links

English

Syllables in words, vocabulary development, speaking and listening skills

Maths

Counting beats, patterns, and sequences, understanding more/less concepts

Science

Plant life cycles and growth stages, understanding living things and their needs

PSHE

Working collaboratively, sharing ideas, respecting others' contributions

Teacher Guidance

Positioning

Move around the space to observe all students, position for maximum visibility during demonstrations

Observation Focus

Watch for rhythm understanding, movement control, and positive partner interactions

Intervention Points

Step in if students struggling with rhythm concepts, partner conflicts, or unsafe movements

Demonstration Notes

Use clear, exaggerated movements for plant growth stages, demonstrate both mirroring and sequencing clearly

Verbal Cues

•'Listen first, then move!'
•'Show me your champion dancer control!'
•'Work together as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space, suitable for 30 students moving simultaneously

Surface Check

Clean, dry surface with good grip - check for any spills or hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Visual aids securely displayed and not creating trip hazards
•Cones or markers stable and visible

Risk Management

Key Risks

•Collisions during partner walking
•Falls during bursting upward movements
•Overexertion during energetic movements

Risk Mitigation

•Clear boundaries established for all movement activities
•Adequate spacing maintained between pairs
•Progressive skill building from small to large movements
•Constant supervision during partner activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during collaboration
•Monitor energy levels throughout lesson
•Watch for students needing additional support

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or support, contact office if needed