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Lesson 3 - Improvisation and Physical Descriptions

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 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

Music Player

Positioned where all students can hear clearly, test volume before lesson

Alternative: Smartphone with speaker, tablet with speaker

Themed Music

Various tracks

Have multiple tracks ready - flowing/gentle and more dramatic pieces

Alternative: Classical music with flowing qualities, nature sounds, instrumental music

Scarves

15-30 (1-2 per student)

Blue/green colours preferred for water theme, stored in accessible container

Alternative: Ribbons, streamers, tissue paper

Markers Cones

8-12

Mark boundaries and river pathway, blue cones if available

Alternative: Bean bags, spots, tape on floor

Key Vocabulary

Improvisation

Making up movements on the spot without planning them beforehand

Canon

When dancers perform the same movement but start at different times, like a round in music

Dynamics

The different qualities of movement - fast/slow, strong/gentle, flowing/sharp

Ripple

A small wave movement that travels outward, gentle and flowing

Swirl

A spinning, circular movement like water going down a drain

Splash

A sudden, explosive movement like water hitting something

Flowing

Smooth, continuous movement without stops or jerky actions

Source

Where a river begins, usually high up in mountains or hills

Mouth

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

Students show clear water dynamics in their movement

Students can maintain concentration during canon work

Students use appropriate descriptive vocabulary

Students demonstrate control at different levels

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