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Lesson 2 - Trees and Leaves Dance

Musical Movement Storytelling

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Year 1

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Dance

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1h 6min

Big Question

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

Track

1 audio system

Test audio levels before lesson, ensure clear sound throughout space

Alternative: Nature sounds playlist, instrumental music with varying tempos

Coloured Scarves

1 per student (30)

Optional props for leaf movements - distribute only if space allows safely

Alternative: Tissue paper, lightweight fabric strips

Key Vocabulary

Dynamics

How forcefully or gently we move our bodies

Isolation

Moving one part of the body while keeping other parts still

Sequence

A series of movements performed in a specific order

Stimulus

Something that inspires or triggers our movement ideas

Travelling

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

Smooth transitions between contrasting movements

Sustained concentration during longer sequences

Creative interpretation showing personal style

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