Lesson 4 - Solo Adventure Dance
Movement Storytelling
•Year 2
•Dance
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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
Position for clear sound throughout hall
Alternative: Portable Bluetooth speaker, tablet with speakers
Available for reference during discussion
Alternative: Printed story summary, tablet with images
Scattered throughout hall for spacing
Alternative: Masking tape crosses, bean bags
Key Vocabulary
A dance performed by one person on their own
The way you move through space - forward, backward, sideways, diagonal
How fast or slow your movements are
Showing feelings and emotions through your face and body
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
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