Lesson 2 - Creative Expression and Timing
Great Fire Dance
•Year 2
•Dance
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How can we use our imagination and bodies to tell the story of the Great Fire of London through dance?
Learning Objectives
- To develop creative movement ideas using stimulus words from our mind map
- To perform dance movements with accurate timing and in unison with others
- To build on previous learning by adding the second 16 counts to complete our motif
Key Outcomes
- Students will create expressive movements inspired by Great Fire of London themes
- Students will demonstrate improved timing and coordination in group performance
- Students will complete a 32-count motif combining previous and new choreography
Equipment & Resources Required
Position for clear sound coverage of whole space
Alternative: Tablet with portable speaker
Place one set in each corner of the room
Alternative: Laminated A4 pictures with words
Positioned where all students can see for mind mapping
Alternative: Flip chart paper and markers
Warm-up track, Disco Inferno, Burn by Ellie Goulding cued ready
Alternative: Downloaded to device with backup
Key Vocabulary
A short sequence of movements that can be repeated and developed
Performing movements at exactly the same time as others
The art of creating and arranging dance movements
Performing movements to match the beat and rhythm of music
Using your face and body to show feelings and emotions in dance
How we perform movements - fast/slow, strong/gentle, sharp/smooth
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created first 16 counts of Great Fire motif
- Used mind map words to inspire movement
- Basic understanding of unison and timing
Current Skills
- Building on existing motif with new choreography
- Developing timing and coordination skills
- Creating expressive movements from stimulus words
Next Steps
- Performing complete motif with confidence
- Adding levels and dynamics to movements
- Working in smaller groups to create variations
Milestone Indicators
Key Teaching Points
- Connect all movements clearly to the Great Fire theme and story
- Emphasise timing and unison as key technical skills throughout
- Build performance confidence through positive feedback and celebration
- Use specific dance vocabulary consistently (timing, unison, expression, dynamics)
- Encourage creative interpretation while teaching structured choreography
- Maintain high energy and enthusiasm while ensuring safety
- Provide multiple opportunities for demonstration and peer learning
Common Misconceptions
- Students may think there are 'right' and 'wrong' movement interpretations - emphasise creativity
- Some may believe they need to copy others exactly - encourage individual expression
- Students might think timing doesn't matter in creative dance - stress importance of unison
- May assume loud music means they should move wildly - teach controlled expression
- Could think performance is about being perfect - focus on effort and storytelling
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, clear boundaries and expectations
dyspraxia
- Simplify movement sequences, provide extra practice time, focus on effort over accuracy
autism spectrum
- Provide clear structure and routine, offer quiet observation role, use visual schedules
visual impairment
- Use verbal descriptions of movements, provide physical guidance, position near teacher for demonstrations
hearing impairment
- Use visual cues and gestures, written word cards, vibrations through floor for rhythm
physical disability
- Adapt movements for seated position, use upper body focus, provide alternative expression methods
Cross-Curricular Links
English
Vocabulary development through theme words, storytelling through movement, descriptive language for feedback
Maths
Counting sequences, understanding patterns and structure in choreography
Art
Creative expression, interpreting themes visually through body movement
History
Understanding the Great Fire of London context, historical empathy through dramatic interpretation
Music
Responding to rhythm and beat, understanding timing and musical structure
Teacher Guidance
Positioning
Stand where all students can see demonstrations clearly, move around space during activities to observe all students
Observation Focus
Watch for creative expression, timing accuracy, spatial awareness, and confidence building
Intervention Points
Step in if students are struggling with timing, provide additional support for less confident movers, ensure safety
Demonstration Notes
Demonstrate: Always model movements clearly, use exaggerated expression to help students understand, count aloud consistently
Verbal Cues
- •'Show me the feeling with your whole body!'
- •'Listen to my counting to stay together!'
- •'Every idea is brilliant - be creative!'
- •'Feel the story in your movement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 10m clear space for 30 students, with additional area for audience seating
Surface Check
Dry, non-slip surface suitable for active movement, free from obstacles and tripping hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Cables secured or wireless system preferred
- •Volume level appropriate for instruction and students' hearing
Risk Management
Key Risks
- •Collisions during travelling and large movements
- •Overexertion during energetic sequences
- •Trips or falls during quick movements
- •Hearing damage from excessive music volume
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Gradual warm-up and cool-down procedures
- •Controlled movement progressions from simple to complex
- •Regular safety reminders about spatial awareness
- •Appropriate music volume with clear vocal instruction
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during movement
- •Monitor energy levels and provide rest if needed
- •Watch for students struggling with coordination or confidence
- •Ensure safe transitions between activities
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, follow school protocols