Lesson 2 - Creative Movement and Choreography
Movement Expression
•Year 2
•Dance
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How can we use words and ideas to create expressive dance movements that tell a story?
Learning Objectives
- To develop creative ideas using words from a mind map as stimulus for movement
- To focus on timing and performing movements in unison
- To build confidence in performing and creating dance sequences
Key Outcomes
- Students will create the second 16 counts of their jungle-themed motif
- Students will demonstrate improved timing and coordination in group performance
- Students will show creativity and expression through movement
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Portable speaker with device connection
Place one card in each corner of the room
Alternative: Printed images or hand-drawn pictures
Positioned where all students can see for mind mapping
Alternative: Flip chart paper and thick pens
Tracks pre-loaded and tested for volume
Alternative: 'Animal Action' by Tumble Tots, 'Hakuna Matata', 'I'm the King of the Swingers'
Key Vocabulary
A short sequence of movements that can be repeated or developed
Moving at exactly the same time as others
The art of creating and arranging dance movements
How we perform movements - fast, slow, strong, gentle
High, medium, and low positions in space
Showing feelings and ideas through movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple movement patterns and copying actions
- Understanding of following instructions
Current Skills
- Creating movements inspired by themes and words
- Performing movements in unison with others
- Building confidence in creative expression
Next Steps
- Developing more complex choreographic patterns
- Understanding musical phrasing and rhythm
- Creating partner and group choreography
Milestone Indicators
Key Teaching Points
- Emphasise creativity and personal interpretation over perfect technique
- Use positive reinforcement to build confidence in performance
- Connect all movements clearly to jungle theme for meaningful learning
- Focus on timing and unison to develop group coordination skills
- Encourage respectful audience behaviour and constructive feedback
- Build systematically from individual exploration to group performance
- Maintain high energy and enthusiasm throughout to engage students
Common Misconceptions
- There is only one 'correct' way to represent an animal through movement - encourage diverse interpretations
- Timing must be perfect immediately - emphasise gradual improvement and effort
- Creative dance is too difficult for young students - break down into manageable steps
- Boys may be reluctant to participate in dance - use strong animal themes and inclusive language
- Students need extensive dance background - focus on natural movement and creativity
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries, immediate positive feedback
dyspraxia
- Simplified movement patterns, extra practice time, verbal prompting for sequences
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available for breaks
visual impairment
- Use verbal descriptions of movements, physical guidance for positioning, tactile cues for timing
hearing impairment
- Visual demonstrations, hand signals for timing, vibration cues for music
physical disability
- Seated or supported versions of movements, upper body focus, adapted equipment
Cross-Curricular Links
English
Vocabulary development through mind-mapping, descriptive language for movement feedback, storytelling through dance sequence
Art
Creative expression through movement, understanding composition and structure, interpreting themes visually through body
Geography
Learning about jungle environments and animals, understanding habitats and ecosystems through movement
Music
Rhythm and timing awareness, responding to musical cues, understanding musical structure and phrasing
PSHE
Confidence building through performance, collaboration and teamwork, giving and receiving constructive feedback
Teacher Guidance
Positioning
Move around space to observe all students, lead from front during group activities
Observation Focus
Creative expression, safety, inclusion, timing, and coordination
Intervention Points
Step in if students struggle with creativity, safety issues arise, or timing problems develop
Demonstration Notes
Show movements with full expression and energy, count clearly for timing, model respectful audience behaviour
Verbal Cues
- •'Show me your creative animal movement!'
- •'Listen to the beat and move together!'
- •'Use all your space safely!'
- •'Make your movements big and expressive!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 students moving simultaneously
Surface Check
Non-slip surface, free from obstacles, adequate cushioning for movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Picture cards securely attached to walls
- •No loose equipment in movement space
Risk Management
Key Risks
- •Collisions during corners game and free movement
- •Falls during hopping and balancing activities
- •Overexertion during energetic sequences
Risk Mitigation
- •Clear boundaries and movement rules established
- •Adequate spacing maintained between students
- •Progressive skill building from simple to complex
- •Regular breaks and controlled pace
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during movement
- •Monitor energy levels throughout lesson
- •Intervene if movements become unsafe
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, inform school procedures