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Lesson 2 - Creative Movement and Timing

Expressive Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we use words and ideas from our minds to create beautiful dance movements that we can perform together?

Learning Objectives

To develop creative dance ideas using theme-related vocabulary as inspiration
To focus on timing and performing movements in unison with the class
To complete the second half of our motif using choreographic techniques

Key Outcomes

Students will create and perform theme-related movements with improved timing
Students will demonstrate creative choreography skills using mind mapping
Students will perform a complete 32-count motif with coordination and expression

Equipment & Resources Required

Music Player

1 set

Position for clear sound throughout hall

Alternative: Tablet or phone with portable speaker

Cards

4 cards

Place one in each corner of the room at child height

Alternative: Laminated pictures or simple drawings on paper

Whiteboards

Position where all students can see clearly

Alternative: Large paper and markers

Markers

3-4 different colours

Have ready for mind mapping activity

Alternative: Chalk for blackboard

Key Vocabulary

Motif

A short dance phrase that can be repeated and developed

Choreography

The art of creating and arranging dance movements

Unison

When everyone performs the same movement at exactly the same time

Timing

Moving at the right speed to match the music or others

Expression

Using your body and face to show feelings and ideas

Dynamics

How we perform movements - fast, slow, strong, gentle

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and spatial understanding
Simple dance movements and creative expression
Following instructions and working safely in a dance space
First 16 counts of the underwater theme motif from previous lesson

Current Skills

Using vocabulary to inspire creative movement
Developing choreographic skills through collaboration
Performing with timing and unison
Creating longer dance sequences

Next Steps

Refining performance quality and expression
Working in smaller groups independently
Adding props or costume elements
Creating original choreography without teacher guidance

Milestone Indicators

Students create movements that clearly represent chosen words

Class performs the complete 32-count motif together

Students demonstrate improved timing and coordination

Evidence of creative thinking in movement choices

Key Teaching Points

Encourage individual creativity before showing demonstrations to avoid copying
Use specific feedback about dance qualities rather than generic praise
Build confidence through positive performance environment and audience respect
Teach timing through consistent counting and musical awareness
Connect vocabulary meaningfully to movement characteristics
Balance structure with creative freedom throughout the lesson
Use progressive skill building from exploration to polished performance

Common Misconceptions

That there are 'right' and 'wrong' ways to interpret theme words - emphasise creative diversity
That dance must be pretty or graceful - include powerful, dynamic movements
That timing means moving fast - teach steady beat and group coordination
That shy students cannot perform - build confidence gradually with supportive environment
That dance is only about arm movements - encourage whole body expression
That motifs must be complex - demonstrate power of simple, well-executed movements

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries for movement, use energetic activities positively, offer leadership roles

dyspraxia

Simplify movement sequences, provide extra practice time, focus on effort rather than precision, offer alternative ways to participate

autism spectrum

Provide clear structure and routine, use visual schedule for lesson sections, offer quiet break if overwhelmed, celebrate individual creativity

visual impairment

Use clear verbal descriptions of movements, provide physical guidance for spatial awareness, use high-contrast corner cards

hearing impairment

Provide visual cues for timing, use vibrant visual demonstrations, ensure clear sight lines for lip reading and gestures

physical disability

Adapt movements for wheelchair users or limited mobility, provide alternative ways to represent creatures, focus on achievable creative expression

Cross-Curricular Links

English

Vocabulary development through mind mapping, descriptive language for movement qualities, speaking and listening skills during sharing

Science

Understanding of sea creatures and their characteristics, body awareness and coordination, rhythm and pattern recognition

Art

Creative expression through movement, understanding of artistic interpretation, appreciation of others' creative work

PSHE

Building confidence through performance, giving and receiving feedback, cooperation and teamwork, celebrating diversity of ideas

Teacher Guidance

Positioning

Position to see all students clearly, move around space during activities, be visible during demonstrations

Observation Focus

Watch for creative interpretation, timing with music and group, safe movement technique, engagement and confidence

Intervention Points

Step in if students struggling with ideas, provide support for timing difficulties, ensure safe spacing and technique

Demonstration Notes

Use clear, exaggerated movements for visibility, count aloud with steady rhythm, model positive feedback language, show enthusiasm for creative ideas

Verbal Cues

•'Show me your creature's personality!'
•'Listen to the beat and move together!'
•'Remember - there are no wrong creative ideas!'
•'Think about how your creature moves in water!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for dynamic movement and floor work

Surface Check

Clean, non-slip surface free from obstacles, suitable for sitting and controlled floor contact

Equipment Safety

Safety Checks

•Check music equipment volume levels appropriate for space
•Corner cards securely attached and positioned safely
•Whiteboard/flipchart stable and positioned safely

Risk Management

Key Risks

•Collisions during energetic movement
•Falls during floor contact movements
•Overexertion during dance activities

Risk Mitigation

•Clear boundaries established for movement areas
•Teach safe technique for floor contact
•Progressive warm-up and appropriate cool-down
•Clear sight lines maintained for all activities

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement
•Monitor spacing during dynamic activities
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if needed