Lesson 5 - Creating Contrasting Movement Sequences
Exploring Water Through Creative Movement and Expression
•Year 2
•Dance
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How can we use our bodies to show the difference between calm and stormy seas through dance?
Learning Objectives
- To explore and respond to music as a stimulus for movement
- To use improvised movement to explore various changing sound dynamics
- To create contrasting dance sequences representing calm and stormy water
Key Outcomes
- Students will move with control and clear actions to represent water
- Students will respond to musical dynamics with appropriate movement qualities
- Students will collaborate to create and perform water-themed sequences
Equipment & Resources Required
Position for clear sound across entire space
Alternative: Portable speaker, tablet with speakers
Include calm pieces (Debussy, gentle piano) and stormy pieces (drums, cymbals)
Alternative: Classical music with contrasting dynamics, nature sounds
Display at front of space for pre-lesson discussion
Alternative: Picture books, tablet with videos
For students who benefit from props to enhance water movements
Alternative: Lightweight fabric pieces, streamers
Key Vocabulary
The energy or force behind movements - can be strong, gentle, sharp, or smooth
A series of movements performed one after another in a set order
Very different from each other - like calm vs stormy movements
The beat or pattern in music that we can move our bodies to
Something that inspires or triggers our movement ideas - like music or images
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and movement control
- Experience responding to simple musical stimuli
- Understanding of high and low, fast and slow movements
Current Skills
- Responding to musical dynamics with movement qualities
- Creating contrasting movement sequences
- Using descriptive language for dance movements
Next Steps
- Developing more complex choreographic structures
- Understanding advanced dance elements like levels and pathways
- Creating narrative-based dance sequences
Milestone Indicators
Key Teaching Points
- Use water imagery consistently throughout to maintain thematic focus and engagement
- Emphasise the contrast between calm and stormy qualities as the core learning objective
- Model positive partnership collaboration to support effective pair work
- Respond immediately to musical changes to develop musicality and listening skills
- Celebrate creative interpretation while maintaining safety and control
- Use descriptive vocabulary to develop dance appreciation and communication skills
- Create supportive performance atmosphere to build confidence and respect
Common Misconceptions
- That storm movements must be dangerous or out of control - teach controlled power instead
- That there are 'right' and 'wrong' ways to move like water - encourage personal interpretation
- That dance requires complex steps - focus on authentic response to stimulus
- That partner work means moving identically - allow for creative collaboration
- That calm movements are boring - demonstrate beauty and skill in gentle movements
SEN Adaptations
ADHD
- Include frequent movement changes, provide clear boundaries, offer leadership roles for focus
dyspraxia
- Break movements into smaller steps, allow extra practice time, provide physical supports if needed
autism spectrum
- Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedule of activities
visual impairment
- Describe sea images verbally, use tactile props like textured fabrics, pair with sighted partner for movement
hearing impairment
- Use visual cues for musical changes, feel vibrations through floor or instruments, focus on visual movement qualities
physical disability
- Adapt movements for seated or supported positions, use upper body for water movements, focus on achievable range
Cross-Curricular Links
English
Descriptive vocabulary, adjectives for movement qualities, listening skills, speaking and discussion
Science
States of matter, water cycle, weather patterns, sound waves and vibrations
Art
Observation skills, colour and texture in sea images, visual representation of movement
Geography
Oceans and seas, coastal features, weather and climate, natural environments
Music
Rhythm and beat, dynamics (loud/soft), tempo (fast/slow), musical elements and structure
PSHE
Collaboration skills, confidence in performance, positive feedback, respect for others' creativity
Teacher Guidance
Positioning
Move around perimeter during free movement, central during discussions, supportive during partner work
Observation Focus
Look for musical response, creative interpretation, safe partnership collaboration, and water theme consistency
Intervention Points
Step in if partnerships struggling, movements becoming unsafe, or students not engaging with musical stimulus
Demonstration Notes
Demonstrate: Use full body to show clear contrast between calm and stormy qualities, emphasise smooth transitions
Verbal Cues
- •'Flow like water!'
- •'Listen to what the music tells your body!'
- •'Show me champion water movements!'
- •'Work together like two parts of the same wave!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear floor space, suitable for 30 students moving simultaneously
Surface Check
Clean, dry, non-slip floor free from obstacles and debris
Equipment Safety
Safety Checks
- •Audio equipment positioned safely out of movement area
- •Stable display for sea images
- •Optional props checked for damage
Risk Management
Key Risks
- •Collisions during free movement sections
- •Slips during dynamic storm movements
- •Overexcitement leading to unsafe movements
Risk Mitigation
- •Clear personal space boundaries established
- •Controlled movement progression from calm to energetic
- •Constant supervision during partner work
- •Emphasis on controlled power rather than wild movement
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during creation time
- •Monitor energy levels and provide calming cues when needed
- •Check understanding before introducing new movement challenges
Emergency Procedures
Stop signal established, clear pathways to exit, first aid awareness for minor collisions