Expressive Storytelling
•Year 2
•Dance
•Position centrally for clear sound throughout space
Alternative: Tablet with portable speaker, CD player
One card in each corner of the room at child height
Alternative: Laminated A3 pictures, projected images
Various pictures showing sea creatures, underwater scenes
Alternative: Printed images, digital display, story books
Mark corners and dance spaces clearly
Alternative: Spot markers, masking tape
Positioned to capture whole class performance area
Alternative: Smartphone, video camera
The art of creating and arranging dance movements and sequences
When dancers perform the same movements at exactly the same time
The height at which movements are performed - high, medium, low
When one partner copies the movements of another as if looking in a mirror
When the same movement is performed by different dancers at different times
Something that inspires or gives ideas for creating dance movements
Understanding where pupils are coming from and where they're going
Vocabulary development through dance terminology, creative expression inspired by visual texts, speaking and listening through peer feedback
Understanding body systems during exercise, coordination and balance, spatial awareness and direction
Interpreting visual stimuli, understanding how images can inspire creative expression, developing aesthetic awareness
Directional language and spatial concepts, understanding levels and positioning in space
Moving to beat and rhythm, understanding musical structure and phrasing, counting beats for choreographic timing
Cooperation and teamwork skills, giving and receiving constructive feedback, building confidence through performance
Move around perimeter to observe all pairs, position centrally for demonstrations and instructions
Watch for effective partnership cooperation, creative interpretation of stimuli, use of taught dance elements
Step in if pairs are struggling to collaborate, if movements become unsafe, or if students need creative inspiration
Always demonstrate with a student or teaching assistant to show partnership work, use exaggerated movements for clarity, emphasise the creative process not just end result
Minimum 8m x 8m clear space, ideally school hall or large classroom with furniture moved
Clean, dry, non-slip surface free from obstacles, splinters, or dangerous objects
Stop activity immediately if injury occurs, assess needs, apply first aid knowledge, contact office if serious injury, comfort other students and resume when safe
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