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Lesson 4 - Solo Adventure Dance

Movement Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we tell stories through movement using changes in direction and speed?

Learning Objectives

Explore the theme of Penguin Small's adventure to create a solo dance with changes of direction and speed
Create a short dance solo which demonstrates changes in direction and speed
Plan dance with a clear beginning, middle and end structure

Key Outcomes

Students will create actions based on Penguin Small's story
Students will demonstrate changes in direction and speed in their solo dance
Students will structure their dance with beginning, middle and end

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Portable Bluetooth speaker, tablet with speakers

Books

Available for reference during discussion

Alternative: Printed story summary, tablet with images

Dish Cones

30 (1 per student)

Scattered throughout hall for spacing

Alternative: Masking tape crosses, bean bags

Key Vocabulary

Solo

A dance performed by one person on their own

Direction

The way you move through space - forward, backward, sideways, diagonal

Speed

How fast or slow your movements are

Expression

Showing feelings and emotions through your face and body

Structure

How a dance is organised with a beginning, middle and end

Skill Progression Pathway

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

Prior Learning

Basic movement vocabulary from previous dance lessons
Understanding of Penguin Small story from earlier lessons
Experience working in groups and following teacher instructions

Current Skills

Creating solo dance sequences independently
Using changes of direction and speed purposefully
Structuring dance with beginning, middle and end

Next Steps

Combining solo work with partner sequences
Adding more complex movement qualities
Performing with increased confidence and expression

Milestone Indicators

Students can work independently to create movement

Clear changes in direction and speed are evident

Dance has discernible structure with start/middle/end

Key Teaching Points

Solo dance means performing independently as the only dancer
Direction changes include forward, backward, left, right, and turning movements
Speed changes create dramatic effect and help tell the story
Dance structure needs clear beginning, middle and end
Expression through face and body enhances performance quality
Adventure theme connects movement to storytelling
Independent creation builds confidence and creativity

Common Misconceptions

Solo means lonely - clarify it means confident individual performance
Fast movements are always better - emphasise contrast and control
Copying others is acceptable - encourage personal interpretation
Dance needs to be perfect - focus on effort and creativity
Only 'good dancers' can perform solos - celebrate all attempts

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use high engagement techniques

dyspraxia

Allow extra practice time, break down movements into smaller steps, provide supportive guidance for complex movements

autism spectrum

Provide clear structure and routine, use visual schedule of lesson activities, offer quiet space if overwhelmed

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance for directions, use contrasting floor markers

hearing impairment

Use visual demonstrations and clear gestures, provide written instruction cards, use vibrating music speakers

physical disability

Adapt movements for seated or supported positions, focus on upper body expression, provide alternative ways to show direction

Cross-Curricular Links

English

Storytelling through movement, vocabulary development with dance terminology, descriptive language for movement qualities

Geography

Directional awareness and spatial concepts, understanding of pathways and routes

PSHE

Building confidence and self-esteem through solo performance, respecting others' creative work, celebrating individual achievement

Teacher Guidance

Positioning

Move around the outside of the activity area to observe all students, position centrally for demonstrations

Observation Focus

Watch for creative interpretation, safe movement, and engagement with direction/speed concepts

Intervention Points

Step in if students struggling with independence, unsafe movement, or not engaging with task

Demonstration Notes

Use exaggerated movements to show direction and speed concepts clearly, model positive performance energy

Verbal Cues

•'Show me your strongest starting position!'
•'Make that direction change really clear!'
•'What speed would work best for that movement?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m for 30 students, clear of obstacles

Surface Check

Non-slip floor surface, dry and clean, suitable for dance movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All electrical equipment checked and PAT tested
•Spot markers/cones with no sharp edges

Risk Management

Key Risks

•Collisions between students during movement
•Slips or falls during direction changes
•Overexertion during energetic sequences

Risk Mitigation

•Clear boundaries and spacing established
•Controlled warm-up to prepare bodies
•Emphasis on safe landings and movements
•Teacher circulating to monitor safety

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Pay particular attention during independent creation time
•Monitor for safe use of space during performances

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for emergency access if needed