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Lesson 5 - Creative Movement with Poetry

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 transform words from a poem into beautiful dance movements that tell a story?

Learning Objectives

To work cooperatively in pairs, demonstrating good communication and teamwork skills
To use poetry as creative stimulus for imaginative dance movements and actions
To incorporate levels, direction, and unison when creating and performing dance sequences

Key Outcomes

Students will create an 8-16 count dance sequence inspired by poetry to add to their performance piece
Students will demonstrate effective partner cooperation and provide constructive peer feedback
Students will show understanding of dance elements including levels, direction, and timing

Equipment & Resources Required

Music Player

Position centrally for clear sound throughout the space

Alternative: Tablet or laptop with speaker, portable bluetooth speaker

Music Tracks

Cued and ready to play, volume tested before lesson

Alternative: Similar tempo instrumental track, classical music with clear rhythm

Cards

One card placed clearly in each corner of the room at student eye level

Alternative: Laminated pictures, large word cards, projected images

Books

Large enough for all students to see if displayed centrally

Alternative: Projected poem, tablet with poem displayed

Video Device

Charged and with sufficient storage space, positioned for full room view

Alternative: Tablet, phone, digital camera with video function

Coloured Cones

8-12

Used to define performance area and pair working spaces

Alternative: Spots, bean bags, hoops as space markers

Key Vocabulary

Choreography

The art of creating and arranging dance movements in a sequence

Mirror imaging

Copying your partner's movements exactly, like looking in a mirror

Unison

Moving at exactly the same time as your partner or group

Levels

The height at which we move - high (jumping, reaching up), middle (standing), low (crouching, floor work)

Stimulus

Something that inspires us to create movements, like a poem, picture, or piece of music

Sequence

A series of movements performed one after another in a specific order

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, middle, and low levels in dance
Experience working in pairs during dance activities
Familiarity with following music and rhythm
Previous exposure to creative movement activities

Current Skills

Creating movements inspired by literary sources
Partner mirroring and cooperative choreography
Linking movement sequences with smooth transitions
Providing and receiving constructive peer feedback

Next Steps

Developing longer, more complex dance sequences
Understanding and applying dance dynamics (fast/slow, strong/light)
Creating original choreography without stimulus materials
Performing confidently for larger audiences

Milestone Indicators

Movements clearly reflect the poem's imagery and themes

Smooth transitions between different sections of the sequence

Consistent timing and coordination with partner

Constructive feedback that helps others improve

Key Teaching Points

Always establish clear expectations for partner cooperation before beginning activities
Use specific dance vocabulary (levels, directions, timing) consistently throughout the lesson
Model the connection between poetic imagery and movement quality through concrete examples
Structure peer feedback with positive comment followed by constructive suggestion format
Encourage creative interpretation rather than literal mime of poetry themes
Build performance confidence gradually through small audience sharing before full group performance
Connect individual pair work to the larger performance structure to maintain motivation and context

Common Misconceptions

Poetry must be interpreted literally through mime rather than abstractly through dance movement
Only dramatic or obvious movements can effectively represent poetic themes
Partner work means both people must do identical movements throughout
Feedback should only focus on what went wrong rather than celebrating successes and suggesting improvements
Performance work is only about the final product rather than the creative and collaborative process
Dance sequences must be perfectly synchronised on first attempt rather than developed through practice
Only naturally confident students can provide valuable feedback to their peers

SEN Adaptations

ADHD

Frequent movement breaks built into lesson, clear boundaries for working spaces, immediate positive feedback, structured feedback sessions

dyspraxia

Simplified movement patterns initially, extra practice time for sequences, visual and verbal cues combined, celebration of effort over perfection

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, consistent partner arrangements

visual impairment

Clear verbal descriptions of corner cards and movements, buddy system for navigation, tactile exploration of space before movement

hearing impairment

Visual demonstration of all movements, hand signals for instructions, written copies of poem provided, visual cues for music timing

physical disability

Adapted movements appropriate to individual needs, seated or supported versions of activities, modified finishing positions, focus on achievable range of motion

Cross-Curricular Links

English

Poetry interpretation, vocabulary development, creative writing inspiration, speaking and listening skills during feedback

Art

Creating visual interpretations through body shapes, understanding composition and flow, artistic expression and creativity

Music

Rhythm and timing, interpreting mood and atmosphere, understanding tempo and dynamics in movement

PSHE

Cooperation and teamwork, giving and receiving feedback, building confidence, empathy and understanding others' perspectives

Teacher Guidance

Positioning

Central location with clear sight lines to all working pairs, move around room during independent work

Observation Focus

Partner cooperation, creative interpretation of poetry, use of dance elements (levels, directions, timing)

Intervention Points

["Step in if pairs struggle with cooperation or creative block", "Provide additional support for students showing frustration or lack of confidence", "Guide feedback sessions to ensure constructive and specific comments"]

Demonstration Notes

Model partner cooperation through mirror imaging, demonstrate poetry-to-movement connections with specific examples, show quality peer feedback structure

Verbal Cues

•'Show me three different levels in your sequence!'
•'How does this word make you want to move?'
•'Work together to create something beautiful!'
•'Give feedback that helps them improve!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, allowing 2m² per pair for safe movement

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Corner cards securely attached at appropriate height
•Music equipment positioned safely away from movement area
•Video recording equipment stable and out of movement pathways

Risk Management

Key Risks

•Collisions between pairs during free movement
•Slips or falls during transitions between sections
•Overexertion during extended creative work
•Emotional upset from peer feedback or performance nerves

Risk Mitigation

•Clear boundaries established for each pair's working space
•Controlled transitions with clear instruction and timing
•Regular breaks and gentler alternatives for struggling students
•Positive feedback culture and supportive peer interaction structure

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all working pairs simultaneously
•Monitor energy levels and provide rest breaks as needed
•Watch for signs of fatigue or frustration during creative work
•Ensure respectful peer interaction during feedback sessions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if necessary