Lesson 2 - Creative Movement and Timing
Expressive Storytelling
•Year 2
•Dance
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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
Position for clear sound throughout hall
Alternative: Tablet or phone with portable speaker
Place one in each corner of the room at child height
Alternative: Laminated pictures or simple drawings on paper
Position where all students can see clearly
Alternative: Large paper and markers
Have ready for mind mapping activity
Alternative: Chalk for blackboard
Key Vocabulary
A short dance phrase that can be repeated and developed
The art of creating and arranging dance movements
When everyone performs the same movement at exactly the same time
Moving at the right speed to match the music or others
Using your body and face to show feelings and ideas
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
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