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Lesson 3 - Clock Face Dance Creation

Feelings to Formations

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Year 2

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Dance

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1h 18min

Big Question

How can we use directions and timing to create our own unique dance performance?

Learning Objectives

Remember and recall dance steps from previous lessons using clock face positions
Work independently to create and perform movement patterns with proper timing
Develop personal dance sequences by combining learned sections creatively

Key Outcomes

Students will confidently perform sections 1-3 from previous lessons using clock positions
Students will create an original dance phrase lasting at least 4 x 8 beats
Students will demonstrate improved arm actions and timing in their performances

Equipment & Resources Required

Music Player

1 set

Position for clear sound across entire hall, volume appropriate for instructions

Alternative: Tablet with portable speaker, piano for accompaniment

Dance Music

3-4 tracks

Have tracks ready with clear 8-beat phrasing, moderate tempo suitable for Year 2

Alternative: Percussion instruments, recorded music on device

Cones

4 per group

Mark #12, #3, #6, #9 positions for each dancing space if needed for support

Alternative: Bean bags, spots, tape marks on floor

Whiteboards

Visible to all students for drawing clock face and recording dance sequences

Alternative: Large paper, demonstration area

Key Vocabulary

Clock face

Using the 12 positions of a clock to indicate directions for movement

Sidestep

Moving sideways by stepping one foot out and bringing the other to meet it

Phrase

A complete section of movement that fits with the musical rhythm, usually 8 beats

Two-footed jump

Jumping with both feet together, landing at the same time

Compose

Creating your own dance by putting different movements together in a planned way

Centre position

The middle point of the clock face where dancers return between movements

Skill Progression Pathway

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

Prior Learning

Basic clock face positions #12, #3, #6, #9
Section 1 and 2 dance sequences from previous lessons
Understanding of 8-beat phrases and musical timing

Current Skills

Alternating leg movements to #3 and #9 positions
Two-footed jumping to various clock positions
Creative composition using learned dance sections
Independent dance creation and performance

Next Steps

Partner work and collaborative dance creation
More complex rhythmic patterns and syncopation
Introduction of levels and pathways in dance

Milestone Indicators

Smooth transitions between different clock face positions

Consistent timing maintained throughout dance sequence

Creative use of arm actions coordinated with leg movements

Confident solo performance without teacher prompting

Key Teaching Points

Emphasise timing and rhythm throughout all dance sections
Encourage creative expression within structured framework
Build confidence through progressive skill development
Foster positive performance atmosphere and mutual respect
Connect dance movements to mathematical concepts (clock face, counting)
Celebrate individual creative choices and personal style
Maintain high expectations for technique while allowing personal interpretation

Common Misconceptions

Students thinking dance must be performed at high speed rather than controlled timing
Believing there is only one 'correct' way to arrange dance sections
Assuming arm movements are less important than leg movements
Thinking performance quality doesn't matter during practice phases
Believing creative choices are 'wrong' if different from others
Misconception that boys can't be expressive in dance movements

SEN Adaptations

ADHD

Shorter activity segments with clear boundaries, positive reinforcement for focus, movement breaks built into lesson structure

dyspraxia

Slower teaching pace, extra practice time for coordination, visual and kinesthetic learning approaches, peer support encouraged

autism spectrum

Clear structure with visual schedule of sections, quiet space available if overwhelmed, consistent routine and expectations

visual impairment

Use clear verbal descriptions of positions, tactile markers for clock positions if helpful, buddy system for spatial awareness support

hearing impairment

Visual demonstrations with clear hand signals for beats, written instruction cards available, visual cues for timing

physical disability

Modify movements for seated performance if needed, adapted jumping to stepping, focus on upper body movements and arm actions

Cross-Curricular Links

Maths

Counting beats in groups of 8, understanding positions using clock face (12 positions), calculating total dance length (4 x 8 = 32 beats)

Science

Understanding body movement and coordination, exploring balance during jumping, discussing rhythm and timing as patterns

Geography

Directional awareness using clock positions, spatial relationships (#12 = north, #6 = south, etc.)

PSHE

Building confidence through performance, giving constructive feedback respectfully, celebrating creative differences

Teacher Guidance

Positioning

Move around the teaching space to provide individual support, position at front for demonstrations, at side for observation

Observation Focus

Watch for timing accuracy, smooth transitions, creative decision-making, and peer interaction quality

Intervention Points

Step in if students struggling with timing, safety issues arise, or need support with creative choices

Demonstration Notes

Demonstrate each section clearly from front, use exaggerated movements for visibility, count aloud for timing, show transitions between sections

Verbal Cues

•'Count with me: 1-2-3-4-5-6-7-8!'
•'Soft knees for safe landing!'
•'Find the centre, return to centre!'
•'Performance face on!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for jumping and wide movements

Surface Check

Non-slip surface free from water, dust, or debris that could cause slipping

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Cones or markers with rounded edges if used for position marking
•First aid kit easily accessible to teacher

Risk Management

Key Risks

•Collisions during Dragon Tails warm-up game
•Falls during jumping movements in Section 4
•Fatigue leading to reduced coordination
•Overenthusiasm during performances leading to loss of control

Risk Mitigation

•Clear boundaries and movement rules established before activities
•Gentle tagging rules enforced during Dragon Tails
•Progressive skill building from simple to complex movements
•Regular checks for fatigue and appropriate rest breaks
•Emphasis on controlled movements rather than speed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during Dragon Tails game
•Monitor jumping technique during Section 4 development
•Circulate during independent composition time
•Clear sightlines during performance sections

Emergency Procedures

Stop, assess, appropriate first aid response if needed, contact office for serious injuries