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Lesson 2 - Under The Sea Movement Development

Storytelling Through Movement: An Underwater Dance Journey

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Year 1

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Dance

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45 min

Big Question

How can we use our bodies to tell the story of creatures living under the sea?

Learning Objectives

To develop creative movement ideas using under the sea vocabulary as stimulus
To combine movements into sequences with focus on timing and unison
To demonstrate agility, balance and coordination through themed movements

Key Outcomes

Students will create and perform the second 16 counts of their under the sea motif
Students will demonstrate improved timing and unison in group performance
Students will show creativity and expression through sea creature movements

Equipment & Resources Required

Tunnel Systems

Test volume and track changes before lesson

Alternative: Bluetooth speaker, laptop with speakers

Under the Sea Themed Music

3-4 tracks

Cue tracks: 'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean'

Alternative: Any rhythmic music with sea/ocean themes

Pictures

4 sets

Place one card in each corner of the hall before lesson

Alternative: Laminated A4 pictures of shark, octopus, starfish, seahorse

Whiteboards

Position where all students can see for mind map activity

Alternative: Large paper sheet, interactive whiteboard

Markers

2-3

Check pens work before starting mind map

Alternative: Whiteboard pens in different colours

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Unison

When everyone performs the same movement at the same time

Timing

Moving in time with the music beat

Choreography

Creating and arranging dance movements

Dynamics

How we perform movements - fast/slow, strong/gentle

Levels

High, medium and low positions in space

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple locomotor movements like walking and jumping
Experience with music and rhythm activities
Understanding of the under the sea theme from previous lesson

Current Skills

Creating movements inspired by words and themes
Performing in unison with others
Combining movements into short sequences
Using different levels and dynamics in movement

Next Steps

Developing longer and more complex dance sequences
Understanding choreographic devices like canon and formation
Performing with greater expression and characterisation
Working collaboratively to create group choreography

Milestone Indicators

Shows creativity in movement interpretation

Maintains timing with music and group

Demonstrates improved coordination and control

Shows confidence in performance situations

Key Teaching Points

Emphasise creativity and personal interpretation - there are no wrong movement ideas
Use the vocabulary mind map as ongoing visual reference throughout the lesson
Build performance confidence gradually through individual, small group, then whole class opportunities
Focus on timing and unison as key skills for dance ensemble work
Connect all movements back to the under the sea theme for meaningful context
Celebrate achievement - students have created a complete 32-count original dance
Use positive, specific feedback to reinforce good movement and performance qualities

Common Misconceptions

Students may think movements must be complex to be good - emphasise clarity over complexity
Some may believe there is only one 'correct' way to interpret each word - encourage variety
Students might focus only on arm movements - encourage whole body expression
May think they need to be perfect dancers to participate - emphasise effort and creativity
Some may believe dance is only for certain students - promote inclusive participation
Students might rush through movements - emphasise control and timing over speed

SEN Adaptations

ADHD

Include frequent movement breaks, provide clear boundaries and expectations, use shorter activity segments, offer alternative role options

dyspraxia

Break movements into smaller components, allow extra practice time, provide physical support when needed, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, offer quiet observation space if needed, use visual schedules for activity progression, allow processing time

visual impairment

Use clear verbal descriptions of movements, allow touch-based exploration of positions, provide audio cues for timing and positioning

hearing impairment

Use visual demonstrations and hand signals, provide vibration cues for music timing, ensure clear sightlines for all instructions

physical disability

Adapt movements for seated or supported positions, focus on upper body or available range of motion, provide alternative ways to participate

Cross-Curricular Links

English

Vocabulary development through sea creature words, speaking and listening skills during feedback sessions, descriptive language for movement qualities

Science

Understanding of marine life and ocean environments, animal movement patterns and adaptations, body awareness and coordination

Geography

Exploration of ocean environments and sea creature habitats, understanding of underwater landscapes and conditions

PSHE

Building confidence through performance opportunities, cooperation and teamwork in group activities, respect for others' creative ideas

Teacher Guidance

Positioning

Stand where all students can see demonstrations clearly, move around space during exploration to offer individual encouragement

Observation Focus

Watch for creative interpretation of vocabulary, timing accuracy with music, cooperation during group work, and individual confidence development

Intervention Points

Step in if students struggling with movement ideas, provide additional support for timing difficulties, address any negative peer interactions immediately

Demonstration Notes

Always demonstrate movements clearly and slowly first, use students' own ideas when possible, show both technical accuracy and expressive quality

Verbal Cues

•'Make your movements bigger so we can all see the sea creature!'
•'Listen to the beat and let it help you!'
•'Remember - there are no wrong ideas in dance!'
•'Show me the character of your sea creature!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space with non-slip surface, sufficient for 30 students to move simultaneously

Surface Check

Ensure floor is clean, dry and free from obstacles, check for adequate grip for dance movements

Equipment Safety

Safety Checks

•Test audio system volume levels before lesson
•Ensure corner cards are securely positioned and visible
•Check whiteboard markers are working and non-toxic

Risk Management

Key Risks

•Collisions during corner game and movement exploration
•Slips and falls during energetic movements
•Overexertion during extended dance sequences
•Injury from inappropriate movements or poor technique

Risk Mitigation

•Clear boundaries and personal space expectations established
•Progressive warm-up to prepare muscles and joints
•Constant supervision during high-movement activities
•Regular breaks and hydration reminders

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during movement activities
•Move around space during exploration phases
•Monitor for signs of fatigue or distress
•Ensure clear sightlines during demonstrations

Emergency Procedures

Stop activity immediately if injury occurs, assess situation calmly, provide appropriate first aid, seek additional support if needed