Lesson 2 - Under The Sea Movement Development
Storytelling Through Movement: An Underwater Dance Journey
•Year 1
•Dance
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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
Test volume and track changes before lesson
Alternative: Bluetooth speaker, laptop with speakers
Cue tracks: 'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean'
Alternative: Any rhythmic music with sea/ocean themes
Place one card in each corner of the hall before lesson
Alternative: Laminated A4 pictures of shark, octopus, starfish, seahorse
Position where all students can see for mind map activity
Alternative: Large paper sheet, interactive whiteboard
Check pens work before starting mind map
Alternative: Whiteboard pens in different colours
Key Vocabulary
A short sequence of movements that can be repeated and developed
When everyone performs the same movement at the same time
Moving in time with the music beat
Creating and arranging dance movements
How we perform movements - fast/slow, strong/gentle
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
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