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Lesson 1 - Responding to Rhythm

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 who respond to rhythm and grow like flowers?

Learning Objectives

To respond to rhythm and patterns through movement
To control and co-ordinate bodies to perform movements through the 'growing' theme
To understand how champion dancers move with control and respond to music

Key Outcomes

Students will move in time with a drum beat
Students will perform actions that relate to words in the growing poem
Students will demonstrate control when moving from seed to flower

Equipment & Resources Required

Drum

Position where all students can hear clearly

Alternative: Music with clear beat, clapping hands

Poems

1 copy

Practise reading with expression beforehand

Alternative: Any nature-themed poem with action words

Background Music

1 device

Soft volume so instructions can be heard

Alternative: Singing, humming, or drum only

Key Vocabulary

Rhythm

A regular repeated pattern of sound or movement

Champion dancer

A dancer who moves with excellent control and listens to the music

Seed

The starting position - curled up small and tight

Growing

Moving slowly from small to tall, like a plant growing

Freeze

Stopping completely still like a statue

Beat

The steady pulse in music that we can count

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Understanding of stop and start signals
Simple copying movements

Current Skills

Responding to rhythm and beat
Coordinated movement sequences
Expressive movement through storytelling

Next Steps

Complex rhythmic patterns
Partner and group choreography
Creating own dance sequences

Milestone Indicators

Can move consistently with a steady beat

Shows clear beginning, middle, and end positions

Demonstrates smooth transitions between movements

Key Teaching Points

Champion dancers always listen to the music and move with control
Growing movements should be slow and gradual, just like real plants
Each drum beat means one small movement or step
Freeze means completely still like a beautiful statue
Audience members are just as important as performers
Every student can be a champion dancer by trying their best
The poem tells a story that we can show through our bodies

Common Misconceptions

Thinking louder or faster drumming means bigger movements - explain rhythm vs dynamics
Believing only 'good dancers' can succeed - emphasise effort and listening over natural ability
Assuming all movements must be large - teach that controlled, precise movements are equally valuable
Thinking rhythm is only about music - help students find rhythm in poetry and natural movements

SEN Adaptations

ADHD

Use shorter activity segments, provide clear movement boundaries, offer fidget alternatives during listening time

dyspraxia

Break movements into smaller steps, provide extra practice time, allow modified positions if balance is challenging

autism spectrum

Provide visual schedule of lesson sequence, allow quiet observation time, offer sensory breaks if needed

visual impairment

Use clear verbal descriptions of movements, provide tactile cues for positions, ensure drum sound is clearly audible

hearing impairment

Use visual signals alongside drum beats, demonstrate all movements clearly, provide written poem copy

physical disability

Adapt movements to seated or supported positions, focus on upper body movements, provide alternative expression through hands/arms

Cross-Curricular Links

English

Vocabulary development through poem analysis, descriptive language for movements, speaking and listening skills during reflection

Science

Plant growth and life cycles, understanding how seeds develop into flowers, weather effects on plants

Music

Rhythm and beat recognition, responding to tempo changes, creating sounds with instruments

PSHE

Building confidence through performance, cooperation in group work, celebrating others' achievements

Teacher Guidance

Positioning

Move around perimeter to observe all students, central position when drumming

Observation Focus

Watch for rhythm response, creative expression, and safe movement

Intervention Points

Step in if students not responding to beat, provide physical support for balance if needed

Demonstration Notes

Always demonstrate movements yourself to show expectations, use exaggerated expressions to help students understand character

Verbal Cues

•'Listen to the drum'
•'Grow slowly like a real flower'
•'Champion dancers have control'
•'Show me your beautiful petals'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for whole class movement

Surface Check

Non-slip surface essential, check for wet areas or obstacles

Equipment Safety

Safety Checks

•Drum has no sharp edges and is securely held
•Music equipment positioned safely away from movement area
•No trip hazards from trailing wires

Risk Management

Key Risks

•Collisions during enthusiastic movement
•Falls when transitioning between levels
•Overexcitement leading to loss of control

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between students maintained
•Gradual build-up of movement intensity
•Clear stop signals practised and reinforced

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students
•Monitor for students losing balance during growing movements
•Watch for overexcitement during music and drumming

Emergency Procedures

Stop signal (one loud drum beat and raised hand), assess any injury, provide appropriate first aid and support