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Lesson 5 - Creating Contrasting Movement Sequences

Exploring Water Through Creative Movement and Expression

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Year 2

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear sound across entire space

Alternative: Portable speaker, tablet with speakers

Thematic Music Playlist

1 playlist

Include calm pieces (Debussy, gentle piano) and stormy pieces (drums, cymbals)

Alternative: Classical music with contrasting dynamics, nature sounds

Sea Images/Video

5-10 images

Display at front of space for pre-lesson discussion

Alternative: Picture books, tablet with videos

Scarves

15 (optional)

For students who benefit from props to enhance water movements

Alternative: Lightweight fabric pieces, streamers

Key Vocabulary

Dynamics

The energy or force behind movements - can be strong, gentle, sharp, or smooth

Sequence

A series of movements performed one after another in a set order

Contrasting

Very different from each other - like calm vs stormy movements

Rhythm

The beat or pattern in music that we can move our bodies to

Stimulus

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

Clear differentiation between calm and stormy movement qualities

Sustained concentration throughout music-led activities

Effective collaboration in partner work

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