Lesson 4 - Dance Inspired by Poetry
Expressive Storytelling
•Year 2
•Dance
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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
Position where all students can hear clearly
Alternative: Bluetooth speaker, tablet with speakers
'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean theme'
Alternative: CD player, streaming device
Words related to sea/ocean theme displayed in each corner
Alternative: Laminated A4 sheets, whiteboard
Lines from sea-themed poem, one line per pair
Alternative: Projected on screen, written on whiteboard
Clear of obstacles, students can move safely in pairs
Alternative: Playground area if weather permits
Key Vocabulary
The height at which movements are performed - high, medium, or low
The pathway movement takes through space - forwards, backwards, sideways, diagonal
When two or more dancers perform the same movement at exactly the same time
One dancer copies the movements of another as if looking in a mirror
Something that inspires and gives ideas for creating dance movements
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
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