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Lesson 4 - Dance Inspired by Poetry

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 pictures to create expressive movement that tells a story?

Learning Objectives

To work effectively in pairs showing good cooperation skills and give useful peer feedback
To use poetry as a stimulus for creative and imaginative dance actions
To demonstrate use of levels, directions and unison when creating and performing pairs choreography

Key Outcomes

Students will create the first 8-16 counts of a pairs dance phrase inspired by poetry
Students will demonstrate effective communication and cooperation with their partner
Students will show understanding of dance elements including levels, directions and timing

Equipment & Resources Required

Tunnel Systems

Position where all students can hear clearly

Alternative: Bluetooth speaker, tablet with speakers

Music Tracks

3-4 tracks

'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean theme'

Alternative: CD player, streaming device

Cards

4 large cards

Words related to sea/ocean theme displayed in each corner

Alternative: Laminated A4 sheets, whiteboard

Poetry Stimulus

1 per pair (15 copies)

Lines from sea-themed poem, one line per pair

Alternative: Projected on screen, written on whiteboard

Open Space

School hall or large classroom

Clear of obstacles, students can move safely in pairs

Alternative: Playground area if weather permits

Key Vocabulary

Levels

The height at which movements are performed - high, medium, or low

Directions

The pathway movement takes through space - forwards, backwards, sideways, diagonal

Unison

When two or more dancers perform the same movement at exactly the same time

Mirror imaging

One dancer copies the movements of another as if looking in a mirror

Stimulus

Something that inspires and gives ideas for creating dance movements

Choreography

The art of creating and arranging dance movements into sequences

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels (high, medium, low)
Experience working individually in dance
Ability to follow simple movement instructions
Basic understanding of rhythm and beat

Current Skills

Working cooperatively in pairs
Creating movements from stimulus material
Using levels and directions in choreography
Performing short dance phrases with a partner

Next Steps

Extending dance phrases to 32 counts
Working in small groups of 3-4
Adding more complex dance elements like canon and counterpoint
Creating complete dance stories with beginning, middle and end

Milestone Indicators

Can maintain focus and cooperation with partner for full lesson

Creates movements that clearly relate to the poetry stimulus

Demonstrates understanding of levels and directions in movement

Performs with confidence in front of others

Key Teaching Points

Poetry and pictures can be powerful inspiration for creating original movement sequences
Working effectively in pairs requires good communication, turn-taking and respect for each other's ideas
Dance choreography uses elements like levels, directions and timing to create interest and expression
Creative movement should connect clearly to the stimulus material while allowing personal interpretation
Performance skills include confidence, commitment and consideration for the audience
Feedback should be specific, constructive and kind to help others improve
Regular practice helps movements become more precise and memorable

Common Misconceptions

That there is only one 'right' way to interpret a piece of poetry through movement - encourage diverse creative responses
That dance movements must be complicated to be good - emphasise that simple, clear movements can be very effective
That boys and girls should move differently - promote inclusive movement styles for all students
That some students are 'not good at dance' - focus on personal creative expression rather than technical perfection
That performance must be perfect - celebrate effort, creativity and improvement over flawless execution

SEN Adaptations

ADHD

Use shorter creative segments with regular check-ins, provide movement breaks, clear boundaries and expectations, positive reinforcement frequently

dyspraxia

Break down movements into smaller parts, allow extra practice time, provide patient support, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, allow preparation time before performance, offer quiet space if overwhelmed, visual schedule of activities

visual impairment

Use verbal descriptions of movements, provide tactile guidance from partner, ensure adequate lighting for those with partial sight

hearing impairment

Use visual demonstrations extensively, provide written poetry cards, use visual signals for music start/stop

physical disability

Adapt movements to seated or supported positions, focus on upper body or achievable movements, partner support for mobility

Cross-Curricular Links

English

Poetry appreciation, vocabulary development, speaking and listening skills, creative interpretation of text

Art

Creative expression, composition principles, interpreting visual and textual stimuli, collaborative creation

Music

Rhythm and timing, responding to musical stimuli, performance skills, listening and appreciation

PSHE

Working cooperatively, communication skills, building confidence, respecting others' ideas, giving and receiving feedback

Teacher Guidance

Positioning

Move constantly between pairs during creative work, position for full class visibility during instructions and performances

Observation Focus

Look for genuine cooperation between partners, creative connection between poetry and movement, safe use of space and levels

Intervention Points

Step in if pairs are struggling to communicate, movement choices become unsafe, or creative development stalls completely

Demonstration Notes

Always demonstrate with clear, exaggerated movements that students can easily see and copy, use your own body expressively to model the creative process

Verbal Cues

•'Show me different levels!'
•'How can you move in a new direction?'
•'What would that word look like as movement?'
•'Work together - both ideas can be good!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 10m, suitable for 30 students moving in pairs

Surface Check

Non-slip surface, free from obstacles, adequate cushioning for floor work

Equipment Safety

Safety Checks

•Sound system volume appropriate for space size
•Cables and equipment positioned away from movement areas
•Corner cards securely attached and not creating hazards

Risk Management

Key Risks

•Collisions between pairs during creative movement
•Trips and falls during transitions between activities
•Over-enthusiasm leading to unsafe movement choices

Risk Mitigation

•Clear spacing guidelines established and maintained
•Progressive build-up from simple to complex movements
•Regular safety reminders throughout lesson
•Teacher positioning for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position to see all pairs during creative work
•Circulate actively during development phases
•Monitor performance area for safety during showcase

Emergency Procedures

Stop signal established, first aid accessible, clear routes to exit maintained