🎵

Lesson 6 - Pirate Dance Performance

Musical Movement Storytelling

•

Year 1

•

Dance

•

55 min

Big Question

How can we use our bodies to tell the exciting story of pirates through dance?

Learning Objectives

To perform dance using simple movement patterns with pirate theme
To create and remember short dance phrases with a partner
To perform with confidence and demonstrate changes in level, speed and direction

Key Outcomes

Students will create and perform an 8-count pirate dance sequence with a partner
Students will demonstrate clear pirate actions showing changes in level, speed and direction
Students will perform confidently to an audience and evaluate others' performances

Equipment & Resources Required

Track

1 audio file

Test audio system beforehand, ensure good volume throughout space

Alternative: Any pirate-themed music with strong beat

Beats Audio

1 audio file

Have ready to play at start of lesson

Alternative: Gentle, medium-tempo music for warm-up activities

Tunnel Systems

1 speaker/sound system

Position centrally for clear sound coverage, test volume levels

Alternative: Bluetooth speaker, laptop speakers

Key Vocabulary

Choreography

Creating and arranging dance movements in a sequence

8-count

A sequence of 8 beats or movements counted aloud

Level

How high or low your body is - high (standing/jumping), medium (crouching), low (on floor)

Dynamics

How you move - fast or slow, sharp or smooth, strong or gentle

Sequence

A series of movements performed one after another in order

Performance

Dancing for others to watch and enjoy

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, marching)
Simple copying and following activities
Basic understanding of high, medium and low levels
Previous pirate-themed dance actions from earlier lessons

Current Skills

Creating original 8-count movement sequences
Working collaboratively with a partner to choreograph
Performing with confidence to an audience
Identifying and incorporating changes in dynamics

Next Steps

Combining multiple 8-count sequences into longer dances
Adding props and costume elements to enhance performance
Learning more complex dance techniques and formations
Exploring different dance styles and themes

Milestone Indicators

Consistently counts to 8 while moving

Creates movements that clearly represent pirate actions

Performs without stopping or looking confused

Shows willingness to perform to others

Key Teaching Points

Maintain clear 8-count timing throughout all choreography
Encourage big, visible movements that show pirate character
Foster positive partner collaboration and mutual support
Build performance confidence through supportive atmosphere
Use specific vocabulary for dance elements (level, speed, direction)
Connect movements to real pirate actions for authentic character
Celebrate creativity and effort over technical perfection

Common Misconceptions

Thinking choreography must be perfect rather than expressive
Believing that bigger/louder is always better in performance
Assuming all pirates move the same way rather than showing individual interpretation
Confusing dance elements (mixing up level, speed, and direction)
Thinking performance is only about the final show rather than the whole creative process

SEN Adaptations

ADHD

Short, focused activities, movement breaks between reflection, clear boundaries and expectations, positive reinforcement

dyspraxia

Slower demonstrations, repeated practice opportunities, simplified choreography options, extra practice time with support

autism spectrum

Clear routine and structure, visual schedule of dance sections, quiet space available if needed, consistent partner pairing

visual impairment

Use verbal descriptions of movements, partner guidance, tactile cues for spatial awareness, consistent positioning

hearing impairment

Visual counting cues with fingers, clear demonstrations, vibrations for rhythm awareness, visual start/stop signals

physical disability

Adapt movements for seated positions, focus on arm and upper body actions, modified level changes, alternative pirate actions

Cross-Curricular Links

English

Vocabulary development (choreography, dynamics, level), storytelling through movement, performance skills

Maths

Counting in 8s, understanding sequence and patterns, timing and rhythm counting

History

Life in pirate times, understanding historical contexts through creative interpretation

PSHE

Cooperation and teamwork, confidence building, respecting others' performances, dealing with nerves

Teacher Guidance

Positioning

Position centrally during group work, move around pairs during creation time, stand at front corner during performances for good visibility

Observation Focus

Watch for timing and coordination, note creative interpretations of pirate actions, monitor partner collaboration, assess performance confidence

Intervention Points

Step in if pairs struggle to work together, support students lacking confidence, redirect if movements become unsafe, guide reflection discussion with questions

Demonstration Notes

Use exaggerated movements for visibility, maintain pirate character throughout, show enthusiasm for their creativity, model positive feedback and encouragement

Verbal Cues

•'Count out loud - 1, 2, 3, 4, 5, 6, 7, 8!'
•'Make it bigger so everyone can see!'
•'What would a real pirate look like doing this?'
•'Partners, help each other succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space for whole class choreography and pair work

Surface Check

Clean, dry, non-slip floor suitable for dance movement

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume at appropriate level - loud enough to hear but not overwhelming
•All cables and equipment secure and out of walkways

Risk Management

Key Risks

•Collisions during enthusiastic pirate movements
•Falls during level changes or energetic actions
•Over-excitement leading to unsafe movement
•Students feeling self-conscious about performing

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing maintained between pairs during choreography
•Safe level changes demonstrated and monitored
•Positive, supportive atmosphere for all ability levels
•Adult supervision of energetic movements

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight of all students during movement
•Monitor pair interactions for safety and inclusion
•Watch for students struggling with balance during level changes
•Ensure respectful audience behaviour during performances

Emergency Procedures

Stop activity immediately, assess injury, apply first aid if qualified, seek additional help if needed