Lesson 3 - Clock Face Dance Creation
Feelings to Formations
•Year 2
•Dance
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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
Position for clear sound across entire hall, volume appropriate for instructions
Alternative: Tablet with portable speaker, piano for accompaniment
Have tracks ready with clear 8-beat phrasing, moderate tempo suitable for Year 2
Alternative: Percussion instruments, recorded music on device
Mark #12, #3, #6, #9 positions for each dancing space if needed for support
Alternative: Bean bags, spots, tape marks on floor
Visible to all students for drawing clock face and recording dance sequences
Alternative: Large paper, demonstration area
Key Vocabulary
Using the 12 positions of a clock to indicate directions for movement
Moving sideways by stepping one foot out and bringing the other to meet it
A complete section of movement that fits with the musical rhythm, usually 8 beats
Jumping with both feet together, landing at the same time
Creating your own dance by putting different movements together in a planned way
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
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