Lesson 3 - Improvisation and Physical Descriptions
Exploring Water Through Creative Movement and Expression
•Year 2
•Dance
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How can we move like champion dancers using our imagination to become a flowing river?
Learning Objectives
- To use improvisation to explore various dynamics and movement qualities related to water
- To use descriptive language to discuss movement qualities and explain why movements are effective
- To create and perform movement sequences in canon formation with control and concentration
Key Outcomes
- Students will demonstrate improvised movements that show different water dynamics and qualities
- Students will work effectively in pairs and small groups to create flowing river sequences
- Students will perform movements with control whilst maintaining focus during canon formations
Equipment & Resources Required
Positioned where all students can hear clearly, test volume before lesson
Alternative: Smartphone with speaker, tablet with speaker
Have multiple tracks ready - flowing/gentle and more dramatic pieces
Alternative: Classical music with flowing qualities, nature sounds, instrumental music
Blue/green colours preferred for water theme, stored in accessible container
Alternative: Ribbons, streamers, tissue paper
Mark boundaries and river pathway, blue cones if available
Alternative: Bean bags, spots, tape on floor
Key Vocabulary
Making up movements on the spot without planning them beforehand
When dancers perform the same movement but start at different times, like a round in music
The different qualities of movement - fast/slow, strong/gentle, flowing/sharp
A small wave movement that travels outward, gentle and flowing
A spinning, circular movement like water going down a drain
A sudden, explosive movement like water hitting something
Smooth, continuous movement without stops or jerky actions
Where a river begins, usually high up in mountains or hills
Where a river ends, usually flowing into the sea or a lake
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of high, medium and low levels
- Experience moving in time with music
- Simple travelling movements like walking, running, jumping
- Basic understanding of taking turns and waiting
Current Skills
- Improvisation using water-themed movement vocabulary
- Movement canon formation and timing
- Partner and small group choreographic skills
- Descriptive language for movement analysis
Next Steps
- Complex multi-part dance sequences
- Advanced canon work with larger groups
- More sophisticated improvisation techniques
- Performance skills for audiences
Milestone Indicators
Key Teaching Points
- Emphasise flowing, continuous movement quality throughout all water movements
- Develop concentration and timing skills through progressive canon work
- Encourage creative improvisation while maintaining water movement theme
- Build descriptive vocabulary for movement analysis and feedback
- Foster partner cooperation and collaborative choreographic skills
- Use clear level changes to add variety and challenge to sequences
- Connect movement to real understanding of river systems and water properties
Common Misconceptions
- Thinking water movements must be slow - explain that water can be fast (waterfalls) or slow (still lakes)
- Believing improvisation means any movement - clarify that movements should still relate to water theme
- Assuming canon means moving exactly the same - explain individual interpretation is encouraged within the structure
- Thinking 'champion dancing' means perfect - emphasise effort, creativity, and improvement as champion qualities
- Believing partner work means moving in unison - explain collaboration can include complementary movements
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, regular movement breaks, specific praise for concentration during canon
dyspraxia
- Simplified movement patterns, extra practice time, visual guides for sequences, broken down instructions, adapted timing
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available, consistent partner pairings, advance warning of transitions
visual impairment
- Use verbal descriptions of movements, tactile guidance for partner work, audio cues for canon timing, consistent positioning
hearing impairment
- Visual demonstrations, hand signals for canon timing, vibration cues through floor, written instruction cards
physical disability
- Seated water movements using arms and upper body, adapted level changes, modified travelling movements, alternative to floor work
Cross-Curricular Links
English
Descriptive vocabulary development, using adjectives to describe movement qualities, speaking and listening skills during feedback
Science
Water states and properties, forces and motion in flowing water, gravity effects on water movement
Art
Visual interpretation of water movement, line and flow in artistic expression, creating visual patterns like water
Geography
Understanding river systems from source to mouth, water cycle concepts, natural water features
Music
Canon as a musical form, rhythm and timing, dynamics in music and movement
Teacher Guidance
Positioning
Move around the space during activities, central position for demonstrations, edge position for observation
Observation Focus
Watch for flowing movement quality, safe level transitions, partner cooperation, concentration during canon work
Intervention Points
Step in if students losing water movement quality, support canon timing if needed, assist with partner cooperation
Demonstration Notes
Always demonstrate water movements with clear, exaggerated quality. Show the difference between flowing and sharp movements. Model appropriate partner cooperation and canon timing.
Verbal Cues
- •'Flow like water!'
- •'Gentle and continuous!'
- •'Wait for your turn!'
- •'Show me champion dancing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 10m clear space, additional room for pathways and partner work
Surface Check
Non-slip surface essential for floor work and level changes, clean area for lying down
Equipment Safety
Safety Checks
- •Music volume at appropriate level for instruction
- •Scarves/fabric checked for tears that could cause tripping
- •Boundary markers positioned safely away from movement areas
Risk Management
Key Risks
- •Slips during level transitions and floor work
- •Collisions during partner travelling movements
- •Loss of balance during spinning movements
- •Injury from unsafe jumping and landing
Risk Mitigation
- •Clear boundaries established for all movement activities
- •Emphasis on controlled movement rather than speed
- •Progressive skill building from simple to complex movements
- •Adequate space between pairs/groups during travelling
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during canon work
- •Monitor spinning movements for balance and control
- •Watch for safe landing technique in splash jumps
- •Ensure students maintain appropriate space during partner work
Emergency Procedures
Stop activity immediately if unsafe movement observed, appropriate first aid for any slips or falls, calm reassurance for students