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Lesson 2 - Creative Movement and Choreography

Choreography & Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we use words and ideas to create expressive dance movements that tell a story?

Learning Objectives

To develop creative ideas using mind map words as stimulus for movement
To focus on timing and performing completed motif in unison
To demonstrate agility, balance and coordination through theme-related movements

Key Outcomes

Students will create and perform the second half of their bug-themed motif
Students will demonstrate improved timing and unison in group choreography
Students will show confidence in performing and giving constructive feedback

Equipment & Resources Required

Tunnel Systems

Positioned where all students can hear clearly

Alternative: Portable speaker with phone/tablet

Cards

4 sets

Laminated cards placed in room corners

Alternative: Hand-drawn pictures on A4 paper

Sun Markers

1 set

Positioned at front for mind mapping activity

Alternative: Large paper and thick pens

Music Tracks

3 tracks

Ugly Bug Ball, Circus Bugs, The Time of Your Life queued ready

Alternative: Any upbeat children's songs

Key Vocabulary

Motif

A short sequence of movements that can be repeated or developed

Choreography

The art of creating and arranging dance movements

Unison

When dancers perform the same movement at exactly the same time

Dynamics

How energy and force are used in movement - strong, gentle, sharp, smooth

Levels

The height at which movements are performed - high, medium, low

Improvisation

Creating movement spontaneously without planning

Skill Progression Pathway

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

Prior Learning

Can create simple movements in response to stimuli
Can copy and remember short movement sequences
Understands basic dance vocabulary

Current Skills

Creating expressive movements from word stimuli
Performing longer sequences with timing
Working collaboratively in choreography

Next Steps

Developing more complex choreographic structures
Incorporating props and costume into performance
Creating original compositions independently

Milestone Indicators

Confident creation of 8+ different bug movements

Consistent performance of 32-count sequence

Ability to teach movements to others

Key Teaching Points

Emphasise creativity over perfection in movement responses
Use consistent counting to develop timing and unison skills
Build confidence through positive feedback and celebration of ideas
Connect word meanings to movement qualities and dynamics
Maintain safe practice through proper warm-up and cool-down
Encourage personal interpretation within structured framework
Develop performance skills through audience and performer roles

Common Misconceptions

Thinking there are 'wrong' movements - clarify that all safe creative responses are valid
Believing dance requires specific talent - emphasise that everyone can move expressively
Assuming faster is better - teach that controlled movement shows more skill
Thinking copying others is helpful - encourage personal creative responses
Believing performance must be perfect - focus on effort and improvement

SEN Adaptations

ADHD

Movement breaks between activities, clear physical boundaries, fidget tools available during discussions

dyspraxia

Simplified movement patterns, extra practice time, visual and tactile cues for sequences

autism spectrum

Clear routine structure, visual schedule, quiet zone available, warning before music changes

visual impairment

Clear verbal descriptions of all movements, tactile demonstration through guided movement, buddy system for spatial awareness

hearing impairment

Visual cues and demonstrations, vibration from music system, written instructions on board

physical disability

Adapted movements using available mobility, seated versions of activities, focus on upper body expression

Cross-Curricular Links

English

Vocabulary development through mind mapping, descriptive language for movement qualities

Maths

Counting beats and sequences, understanding patterns and repetition

Science

Animal characteristics and movement patterns, understanding body systems during exercise

Art

Creative expression through movement, choreographic composition and structure

PSHE

Building confidence through performance, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move around space to see all students, central position for demonstrations

Observation Focus

Creative responses, timing accuracy, group cooperation, individual confidence

Intervention Points

Support struggling students with movement ideas, manage group dynamics during feedback

Demonstration Notes

Model all movements clearly, use exaggerated technique for visibility, maintain enthusiastic energy

Verbal Cues

•'Show me your bug character!'
•'Listen to the music!'
•'Freeze like a statue!'
•'Smooth like honey, sharp like lightning!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for 30 students, additional corners for cards

Surface Check

Non-slip flooring, free from obstacles and hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Cards securely attached to walls in corners
•Markers capped when not in use

Risk Management

Key Risks

•Collisions during free movement
•Falls during jumping and floor work
•Overexertion during continuous activity

Risk Mitigation

•Clear personal space boundaries established
•Safe landing technique taught and reinforced
•Regular breathing and rest opportunities provided
•Gradual warm-up and cool-down protocols

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during free movement
•Monitor energy levels throughout lesson
•Watch for fatigue or distress signs

Emergency Procedures

Stop signal established, first aid kit accessible, clear exit routes maintained