Lesson 2 - Trees and Leaves Dance
Musical Movement Storytelling
•Year 1
•Dance
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How can our bodies tell the story of nature through movement and dance?
Learning Objectives
- To practise, remember and repeat dance actions with increasing control
- To respond imaginatively to natural stimuli through creative movement
- To explore different qualities of movement representing trees and leaves
Key Outcomes
- Students will create and perform a nature-themed dance sequence
- Students will demonstrate understanding of different movement qualities
- Students will show improved body awareness and spatial understanding
Equipment & Resources Required
Test audio levels before lesson, ensure clear sound throughout space
Alternative: Nature sounds playlist, instrumental music with varying tempos
Optional props for leaf movements - distribute only if space allows safely
Alternative: Tissue paper, lightweight fabric strips
Key Vocabulary
How forcefully or gently we move our bodies
Moving one part of the body while keeping other parts still
A series of movements performed in a specific order
Something that inspires or triggers our movement ideas
Moving from one place to another through space
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and personal space understanding
- Simple locomotor movements like walking and running
- Following basic instructions and copying movements
Current Skills
- Imaginative response to stimuli through movement
- Isolation and coordination of different body parts
- Understanding of movement qualities and dynamics
Next Steps
- Creating longer, more complex dance sequences
- Partner and group collaborative dance work
- Introduction to simple dance styles and traditions
Milestone Indicators
Key Teaching Points
- Emphasise the story-telling aspect throughout - movement has meaning and purpose
- Build from simple isolated movements to complex full-body sequences
- Constantly reinforce the contrast between gentle and dynamic movement qualities
- Use counting and music to develop rhythm and timing awareness
- Encourage personal interpretation within the structural framework
- Maintain focus on audience and performance skills throughout
- Connect movement to real-world observations of nature and plants
Common Misconceptions
- That all movements must look identical - encourage personal interpretation within structure
- That faster always means better - emphasise quality and control over speed
- That dance is only about arms and upper body - stress whole body involvement
- That making mistakes ruins the performance - teach that adaptation is part of dance
- That boys and girls move differently - ensure all students feel welcome to express themselves
SEN Adaptations
ADHD
- Regular movement breaks within lesson, clear physical boundaries, specific roles during group work
dyspraxia
- Simplified sequence with fewer transitions, adult support for complex movements, extra practice time
autism spectrum
- Clear routine structure, visual sequence cards, quiet space option for overstimulation
visual impairment
- Clear verbal descriptions of movements, physical guidance for spatial awareness, audio cues for sequence changes
hearing impairment
- Visual demonstrations of music timing, hand signals for sequence cues, tactile cues for rhythm
physical disability
- Seated or supported versions of growing movements, upper body focus for tree swaying, adaptive prop use
Cross-Curricular Links
English
Story structure understanding, descriptive vocabulary development, speaking and listening skills
Science
Plant growth and life cycles, understanding of forces like wind
Music
Rhythm and timing, responding to musical cues and dynamics
PSHE
Confidence building, collaboration skills, giving and receiving feedback
Teacher Guidance
Positioning
Move around perimeter for visibility, central position for demonstrations, circle integration for discussions
Observation Focus
Watch for understanding of sequence, quality of movement expression, safe spatial awareness
Intervention Points
Support students struggling with sequence memory, guide safe interactions during group work, encourage reluctant performers
Demonstration Notes
Model each section clearly before music, show contrast between gentle and dynamic movements, demonstrate good audience behaviour
Verbal Cues
- •'Grow slowly like a real seed!'
- •'Show me gentle swaying branches!'
- •'Light as a feather falling!'
- •'Big movements for our audience!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably larger for dynamic movements
Surface Check
Clean, non-slip surface suitable for floor work and travelling movements
Equipment Safety
Safety Checks
- •Audio system positioned safely away from movement area
- •Volume at appropriate level for instruction and safety
- •Any props (scarves) distributed only if space allows safe use
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during dynamic wind section
- •Overexertion during energetic movements
Risk Mitigation
- •Clear boundaries established before movement begins
- •Progressive building from gentle to dynamic movements
- •Constant supervision during interactive sections
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during floor work
- •Monitor energy levels during wind section
- •Watch for safe interactions during partner work
Emergency Procedures
Stop music immediately if safety concern, check injured student, appropriate first aid response