Lesson 3 - Introduction to Motifs
From Seed to Flower: Creative Movement Through Natural Growth
•Year 1
•Dance
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How can we move like champion dancers and create our own planting motif?
Learning Objectives
- To respond to rhythm and patterns through movement
- To control and co-ordinate bodies to perform a motif
- To work collaboratively with a partner using mirroring and sequencing
Key Outcomes
- Students will move in time with rhythm and clapping patterns
- Students will perform a planting seed motif with control and coordination
- Students will work effectively with a partner to create movement sequences
Equipment & Resources Required
Position centrally for clear sound throughout space
Alternative: Voice counting or clapping for rhythm
Choose music with clear, steady beat suitable for movement
Alternative: Steady drumbeat or metronome
Mark clear boundaries and starting positions if needed
Alternative: Visual landmarks in the space
Key Vocabulary
A short movement sequence that can be repeated and developed
A regular repeated pattern of sound or movement
A single unit of sound in a word that we can clap to
Copying exactly what your partner does at the same time
Movements performed one after another in a planned order
Someone who moves with control, listens to rhythm, and moves purposefully
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills like walking and stepping
- Simple body awareness and spatial concepts
- Listening to music and following simple instructions
Current Skills
- Responding to rhythm and beat patterns
- Creating and performing a movement motif
- Working collaboratively with a partner
Next Steps
- Developing more complex motifs with varied dynamics
- Creating group sequences and formations
- Adding emotional expression to movement
Milestone Indicators
Key Teaching Points
- Establish clear understanding of 'champion dancer' qualities from the start
- Use syllable work to build rhythm awareness before introducing motif
- Break down motif into manageable chunks rather than teaching all at once
- Emphasise control and quality over speed throughout all activities
- Use music to enhance timing but don't rely on it completely
- Promote positive partnership work through clear role expectations
- Connect all activities back to the growing/planting theme
Common Misconceptions
- Students may think faster movement means better dancing - emphasise control and timing
- Some may not understand that motifs can be repeated and varied - demonstrate consistency
- Students might think syllables and beats are different things - show the connection clearly
- Some may focus only on their own performance in partnerships - teach importance of cooperation
- Students may think they need to be perfect immediately - encourage practice and improvement
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement as positive outlet for energy
dyspraxia
- Break down motif into smaller components, provide additional practice time, use simplified versions of movements
autism spectrum
- Provide clear structure and routine, use visual schedules for motif sequence, allow for sensory breaks if needed
visual impairment
- Use clear verbal descriptions of movements, provide tactile guidance for motif learning, ensure good spacing and clear audio cues
hearing impairment
- Use visual demonstrations and hand signals, provide visual rhythm patterns, ensure students can see teacher demonstrations clearly
physical disability
- Adapt motif to seated version, modify kneeling actions to standing alternatives, adjust movements to individual capabilities
Cross-Curricular Links
English
Syllable recognition and word structure, vocabulary development with flower names, speaking and listening skills
Maths
Counting syllables and beats, number patterns in star sequence (4,3,2,1), spatial awareness and positioning
Science
Plant growth cycles and needs (soil, water, light), understanding how seeds develop into plants
Music
Rhythm and beat recognition, moving in time with music, understanding patterns in sound
Teacher Guidance
Positioning
Central position with clear view of all students, able to demonstrate effectively
Observation Focus
Watch for rhythm accuracy, movement control, partnership cooperation, and understanding of concepts
Intervention Points
Step in if partnerships struggle with cooperation, if students rush movements losing control, or if safety concerns arise
Demonstration Notes
Demonstrate all movements with exaggerated clarity, use students as examples when appropriate, show both good examples and common mistakes to correct
Verbal Cues
- •'Champion dancers move with control!'
- •'Listen to the beat and let it guide you!'
- •'Big, clear actions so everyone can see!'
- •'Work together like a team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space for partner work, suitable for kneeling
Surface Check
Clean, dry surface free from hazards, suitable for floor work
Equipment Safety
Safety Checks
- •Music at appropriate volume for hearing instructions
- •Stable music player positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during partner walking activities
- •Falls during kneeling transitions
- •Overexcitement leading to loss of control
Risk Mitigation
- •Clear boundaries and adequate spacing between pairs
- •Teach safe kneeling technique using hands for support
- •Regular reminders about controlled, champion-like movement
- •Clear partner selection and organisation process
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs during partner work
- •Monitor safe kneeling technique throughout motif practice
- •Watch for appropriate pace during walking approaches
Emergency Procedures
Stop music immediately, assess any injuries, provide appropriate first aid, clear space for emergency access if needed