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Lesson 4 - Freestyle Dance and Motif Creation

Structured Dance Exploration

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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 create and perform dance movements that express music and rhythm?

Learning Objectives

To perform freestyle dance moves with confidence and creativity
To watch, copy and repeat dance movements to create a motif
To perform a dance motif to music demonstrating musicality and timing

Key Outcomes

Students will demonstrate the ability to create and perform freestyle dance movements
Students will successfully watch, copy and repeat taught movements
Students will perform a structured motif sequence to music with appropriate timing

Equipment & Resources Required

Music Player

Position for clear audio throughout space

Alternative: Tablet with speaker, phone with external speaker

Funky Star Music Track

Cued to start at 17-second mark

Alternative: Any upbeat music with clear 4/4 beat

Markers

Mark starting positions in formation

Alternative: Cones, bean bags, masking tape squares

Key Vocabulary

Motif

A single movement or short phrase of movements which expresses the style or theme of the dance

Freestyle

Creating your own dance movements spontaneously to music

Beat

The steady pulse you can hear and feel in music

Musicality

Moving in time and rhythm with the music

Extension

Stretching body parts fully to create clear, big movements

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple movement patterns
Following simple instructions

Current Skills

Performing specific dance moves
Creating and performing motifs
Moving to musical beats
Freestyle dancing with creativity

Next Steps

Longer movement sequences
Partner and group choreography
Performance skills and expression
Creating original dance sequences

Milestone Indicators

Confident execution of all 6 taught moves

Ability to freestyle creatively for 16 beats

Strong sense of musicality and timing

Leadership in teaching moves to peers

Key Teaching Points

Always demonstrate movements clearly before students attempt them
Keep music at appropriate volume for young children's hearing
Use consistent counting to help students learn timing and rhythm
Encourage creativity while maintaining safe movement boundaries
Build confidence through positive reinforcement and achievable challenges
Ensure all students can participate regardless of ability level
Use imagery and fun language to make movements memorable

Common Misconceptions

Students thinking they must copy movements exactly rather than making them their own
Believing freestyle means moving without any control or awareness
Thinking dance is only for certain types of people rather than everyone
Assuming making mistakes means they're not good at dance
Believing they must move to the melody rather than the beat

SEN Adaptations

ADHD

Frequent movement breaks built in, clear expectations, positive reinforcement for focus

dyspraxia

Break movements into smaller parts, extra practice time, simplified versions available

autism spectrum

Clear structure and routine, visual schedule if helpful, quiet space available if needed

visual impairment

Use verbal cues for all movements, partner system for guidance, tactile demonstrations where appropriate

hearing impairment

Strong visual demonstrations, use vibrations for beat, clear visual start/stop signals

physical disability

Seated versions of arm movements, adapted movements based on ability, ensure full participation

Cross-Curricular Links

English

Following verbal instructions, vocabulary development (motif, freestyle, beat), expressing creativity

Maths

Counting beats to 8, understanding patterns and sequences, spatial awareness and directions

Science

Body awareness and movement, understanding rhythm and sound, coordination and balance

PSHE

Confidence building, creativity and self-expression, working cooperatively in shared space

Teacher Guidance

Positioning

Move around class during practice, central position for demonstrations, near music controls during performance

Observation Focus

Watch for musical timing, movement memory, creativity in freestyle, and social interaction

Intervention Points

Step in if students struggle with coordination, become over-excited, or need movement correction

Demonstration Notes

Always demonstrate moves clearly before students attempt, use exaggerated movements for visibility, count aloud consistently

Verbal Cues

•'Big movements, little dancers!'
•'Listen to the beat!'
•'Freestyle time - be creative!'
•'Back to your spots!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally larger for freestyle movements

Surface Check

Non-slip surface essential, check for any wet or slippery areas

Equipment Safety

Safety Checks

•Music volume at safe level for young ears
•Speakers/equipment positioned safely away from movement area
•Space markers secure and not trip hazards

Risk Management

Key Risks

•Collisions during freestyle movements
•Slips during stepping sequences
•Over-excitement leading to loss of control

Risk Mitigation

•Clear personal space boundaries established
•Progressive build-up from simple to complex moves
•Constant supervision during freestyle sections
•Clear stop signals and expectations

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students throughout lesson
•Extra attention during freestyle and stepping movements
•Monitor for fatigue and over-exertion

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or support