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Lesson 2 - Creative Movement Development

Pirate Dance Adventures

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Year 2

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Dance

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45 min

Big Question

How can we use our imagination to create expressive movements that tell a pirate story?

Learning Objectives

To develop creative movement ideas using thematic vocabulary as stimulus
To perform choreographed sequences with accurate timing and unison
To demonstrate expressive movement that communicates pirate themes

Key Outcomes

Students will create the second 16 counts of their pirate motif using mind map vocabulary
Students will perform a complete 32-count sequence with improved timing and coordination
Students will demonstrate increased confidence in creative expression and performance

Equipment & Resources Required

Music Player

Position for whole hall coverage, test volume levels before lesson

Alternative: Portable speaker with phone/tablet connection

Cards

4 sets

Laminate for durability, attach securely to walls in each corner

Alternative: Hand-drawn pictures, printed images, or themed props

Sun Markers

1 set

Positioned where all students can see for mind mapping activity

Alternative: Flipchart paper, interactive whiteboard

Circus Themed Music Playlist

1 playlist

Include 'Yo Ho!', 'Talk Like A Pirate', 'He's a Pirate' - test all tracks

Alternative: Individual tracks loaded on device

Key Vocabulary

Motif

A short dance phrase that can be repeated or developed

Unison

Performing the same movements at exactly the same time

Choreography

The art of designing and arranging dance movements

Timing

Moving in time with the beat of the music

Dynamics

How we perform movements - strong/gentle, fast/slow

Levels

High, middle and low positions our body can make

Skill Progression Pathway

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

Prior Learning

Basic movement patterns (hopping, skipping, jumping)
Understanding of personal space and spatial awareness
Experience creating simple movements to represent ideas
Knowledge of first 16 counts of pirate motif from previous lesson

Current Skills

Creating expressive movements from vocabulary stimulus
Performing choreographed sequences with timing accuracy
Working collaboratively to develop group choreography
Providing constructive feedback on performance quality

Next Steps

Adding facial expressions and character to movement
Creating longer, more complex dance sequences
Understanding dance dynamics (fast/slow, strong/gentle)
Performing with increased confidence and stage presence

Milestone Indicators

Students consistently move in time with music

Creative ideas clearly communicate the intended theme

Students remember and perform 32-count sequences independently

Feedback includes specific dance terminology

Key Teaching Points

Use pirate theme consistently to maintain engagement and context
Break complex movements into manageable 4 or 8-count sections
Emphasise creative interpretation while maintaining technical standards
Build confidence through positive feedback and celebrating individual ideas
Connect movement vocabulary to expressive meaning throughout
Maintain clear timing structure to support musical accuracy
Balance individual creativity with group unison requirements

Common Misconceptions

That all students must perform movements identically - encourage individual interpretation within structure
That timing is less important than creative expression - both are equally valued
That feedback should focus only on what looks 'good' - technical elements are important too
That complex movements are always better - simple, well-executed movements are excellent
That students can't remember long sequences - build confidence through progressive learning

SEN Adaptations

ADHD

Short activity segments, movement breaks, clear boundaries, immediate positive feedback

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined

autism spectrum

Clear routine structure, visual schedule, quiet space available, advance warning of activity changes

visual impairment

Use clear verbal descriptions, tactile demonstrations, partner guidance for spatial awareness

hearing impairment

Visual cues and demonstrations, vibrations for music beat, written instructions on board

physical disability

Adapted movements using available body parts, seated versions, focus on upper body expression

Cross-Curricular Links

English

Vocabulary development, following instructions, giving feedback using descriptive language

Art

Visual interpretation through movement, creating shapes and patterns

History

Pirates and maritime history, historical movement and dance styles

Music

Beat, rhythm, tempo, responding to musical structure and phrasing

PSHE

Confidence building, cooperation, respecting others' ideas, constructive feedback

Teacher Guidance

Positioning

Central position for maximum visibility, move around during individual work to provide support

Observation Focus

Creative interpretation, timing accuracy, group cooperation, individual confidence levels

Intervention Points

Step in if students struggling with sequence memory, timing issues, or unsafe movement

Demonstration Notes

Demonstrate: Perform movements with full commitment and character, count clearly throughout, show enthusiasm for creative ideas

Verbal Cues

•'Show me your pirate character!'
•'Listen to that beat!'
•'Hold your balance!'
•'Together in unison!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space, suitable for 30 students moving simultaneously

Surface Check

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

Equipment Safety

Safety Checks

•Corner cards securely attached to walls at appropriate height
•Music system positioned safely away from movement area
•Whiteboard markers capped and stored safely

Risk Management

Key Risks

•Collisions during corner running game
•Loss of balance during lunge movements
•Over-excitement leading to unsafe movement

Risk Mitigation

•Clear boundaries established for all movement activities
•Students taught to move in control, not at maximum speed
•Constant supervision during high-energy activities
•Progressive building of movement complexity

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during corner game
•Monitor individual students during movement exploration
•Watch for signs of fatigue or over-exertion

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, seek additional support if needed