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Lesson 2 - Creative Expression and Timing

Great Fire Dance

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Year 2

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound coverage of whole space

Alternative: Tablet with portable speaker

Cards

4 sets

Place one set in each corner of the room

Alternative: Laminated A4 pictures with words

Sun Markers

1 set

Positioned where all students can see for mind mapping

Alternative: Flip chart paper and markers

Music Tracks

3 tracks

Warm-up track, Disco Inferno, Burn by Ellie Goulding cued ready

Alternative: Downloaded to device with backup

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Unison

Performing movements at exactly the same time as others

Choreography

The art of creating and arranging dance movements

Timing

Performing movements to match the beat and rhythm of music

Expression

Using your face and body to show feelings and emotions in dance

Dynamics

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

Completes 32-count motif from memory

Maintains timing throughout performance

Shows clear expression in movement choices

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