Lesson 2 - Creative Movement and Choreography
Choreography & Storytelling
•Year 2
•Dance
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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
Positioned where all students can hear clearly
Alternative: Portable speaker with phone/tablet
Laminated cards placed in room corners
Alternative: Hand-drawn pictures on A4 paper
Positioned at front for mind mapping activity
Alternative: Large paper and thick pens
Ugly Bug Ball, Circus Bugs, The Time of Your Life queued ready
Alternative: Any upbeat children's songs
Key Vocabulary
A short sequence of movements that can be repeated or developed
The art of creating and arranging dance movements
When dancers perform the same movement at exactly the same time
How energy and force are used in movement - strong, gentle, sharp, smooth
The height at which movements are performed - high, medium, low
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
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