Feelings to Formations
•Year 2
•Dance
•Test volume levels before lesson, ensure clear audio quality
Alternative: Laptop with speakers, tablet with portable speaker
Cue track to start at intro (approximately 17 seconds), have backup tracks ready
Alternative: Similar tempo dance music with clear 8-beat structure
Mark performance area boundaries and starting positions
Alternative: Spots, bean bags, chalk marks
A single movement or short phrase of movements which expresses the style or theme of the dance
Dancing with personal creative expression, using your own movement ideas
The steady pulse in music that we can count and move to
Stretching body parts fully to make movements bigger and clearer
The arranged pattern or shape that dancers make in the space
Understanding where pupils are coming from and where they're going
Following multi-step instructions, learning and using new vocabulary, expressing personal preferences
Counting to 8 repeatedly, understanding patterns and sequences, recognising numerical rhythm structures
Beat awareness, rhythm patterns, responding to musical structures and tempo changes
Building confidence, creative self-expression, working cooperatively in group activities
Central position during instruction, circulate during practice, front position during demonstrations
Watch for beat awareness, movement quality, creative expression, and student engagement
Step in if students struggle with sequence, lose timing, or need safety reminders
Always demonstrate facing students first, then from side for spatial understanding, exaggerate movements for clarity
Minimum 8m x 8m clear space, room for arm extensions and stepping movements
Dry, non-slip surface essential for stepping movements, clear of obstacles
Stop music immediately, assess situation, provide appropriate first aid or support as needed
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