Great Fire Dance
•Year 2
•Dance
•Position centrally for clear sound throughout the space
Alternative: Tablet or laptop with speaker, portable bluetooth speaker
Cued and ready to play, volume tested before lesson
Alternative: Similar tempo instrumental track, classical music with clear rhythm
One card placed clearly in each corner of the room at student eye level
Alternative: Laminated pictures, large word cards, projected images
Large enough for all students to see if displayed centrally
Alternative: Projected poem, tablet with poem displayed
Charged and with sufficient storage space, positioned for full room view
Alternative: Tablet, phone, digital camera with video function
Used to define performance area and pair working spaces
Alternative: Spots, bean bags, hoops as space markers
The art of creating and arranging dance movements in a sequence
Copying your partner's movements exactly, like looking in a mirror
Moving at exactly the same time as your partner or group
The height at which we move - high (jumping, reaching up), middle (standing), low (crouching, floor work)
Something that inspires us to create movements, like a poem, picture, or piece of music
A series of movements performed one after another in a specific order
Understanding where pupils are coming from and where they're going
Poetry interpretation, vocabulary development, creative writing inspiration, speaking and listening skills during feedback
Creating visual interpretations through body shapes, understanding composition and flow, artistic expression and creativity
Rhythm and timing, interpreting mood and atmosphere, understanding tempo and dynamics in movement
Cooperation and teamwork, giving and receiving feedback, building confidence, empathy and understanding others' perspectives
Central location with clear sight lines to all working pairs, move around room during independent work
Partner cooperation, creative interpretation of poetry, use of dance elements (levels, directions, timing)
["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"]
Model partner cooperation through mirror imaging, demonstrate poetry-to-movement connections with specific examples, show quality peer feedback structure
Minimum 8m x 8m clear space, allowing 2m² per pair for safe movement
Clean, dry, non-slip surface free from obstacles and debris
Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if necessary
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