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Lesson 3 - Applying Choreography in Motifs

Storytelling Through Movement: Explorer Adventures

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Year 2

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Dance

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45 min

Big Question

How can we move like champion dancers and bring our explorer characters to life?

Learning Objectives

To develop character work by adding movements, expression and emotion to explorer motifs
To create and perform motifs with a partner using different elements of choreography
To demonstrate unison and flowing movements that represent explorer characters

Key Outcomes

Students will perform 2-3 movements that summarise their explorer character with a frozen position
Students will work collaboratively to create and perform motifs in unison with a partner
Students will demonstrate understanding of basic choreography elements including levels, directions and expression

Equipment & Resources Required

Music Player

Position where all students can hear clearly, test volume levels

Alternative: Use classroom computer speakers or portable speaker

Explorer Theme Music

3-4 tracks

Have tracks ready to play, varying tempos for different activities

Alternative: Adventure film soundtracks, nature sounds, or rhythmic instrumental music

Markers

8-10

Mark clear performance areas and boundaries for safety

Alternative: Chalk marks, masking tape, or natural boundaries

Whiteboards

Display key vocabulary and success criteria where all can see

Alternative: Large paper sheets or wall space for displaying key words

Key Vocabulary

Motif

A short movement sequence that can be repeated and developed

Unison

Performing movements at exactly the same time as someone else

Choreography

The art of creating and arranging dance movements

Expression

Showing feelings and emotions through facial expressions and body language

Levels

High, medium and low positions in dance

Flow

Smooth connection between movements without stopping

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control from previous lessons
Understanding of different body parts and how they move
Experience creating simple movement sequences
Introduction to explorer character development

Current Skills

Developing character expression through movement
Creating and refining motifs with choreographic elements
Performing in unison with a partner
Using levels, directions and speed variations

Next Steps

Creating longer, more complex dance sequences
Incorporating props and music into choreography
Performing for an audience with confidence
Teaching movement sequences to others

Milestone Indicators

Movements clearly represent chosen explorer character

Consistent timing and unison with partner

Use of expression and emotion throughout performance

Smooth transitions between movements

Key Teaching Points

Champion dancers make their movements big, clear and full of expression
Unison means moving at exactly the same time as your partner - like being one person with four arms and legs
Good choreography considers how formations and positions affect the audience's view of the performance
Character work in dance means using your whole body and face to show who you are and what you're feeling
Successful partnerships require listening, compromise and encouragement of each other
Quality movements are more important than complex movements - focus on doing simple things brilliantly
Explorer movements can use different levels, speeds and directions to create interesting stories

Common Misconceptions

Students may think unison just means moving at roughly the same time - emphasise the precision required
Some may believe that louder or faster movements are automatically better - focus on control and expression
Students might think their individual motif must be completely changed when working with a partner - show how collaboration can enhance rather than replace
Some may assume that choreography is only about the movements themselves - teach that formations and positioning are equally important
Students may think that making mistakes means they're not good dancers - emphasise that learning and improvement are part of becoming a champion
Some might believe that only girls can be expressive dancers - encourage all students to embrace character work and expression

SEN Adaptations

ADHD

Break activities into shorter segments, use clear physical boundaries, provide regular movement breaks and positive feedback

dyspraxia

Slow down demonstrations, allow extra practice time, break down complex movements into smaller steps, focus on effort over precision

autism spectrum

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

visual impairment

Use verbal descriptions of all demonstrations, provide tactile guidance for formations, pair with sighted partner for spatial awareness support

hearing impairment

Use clear visual demonstrations, hand signals for timing cues, ensure student can see teacher's face for communication

physical disability

Adapt movements to wheelchair or seated positions, focus on upper body expression, modify partner formations as needed

Cross-Curricular Links

English

Developing vocabulary related to movement and expression, storytelling through movement, communication and negotiation skills with partners

Maths

Counting together to maintain unison, exploring symmetry and patterns in formations, understanding sequence and order in choreography

Art

Understanding composition through choreographic formations, creating visual patterns with bodies, appreciation of creative expression

PSHE

Collaboration and teamwork skills, building confidence through performance, respectful communication and compromise in partnerships

Teacher Guidance

Positioning

Move around the perimeter during partner work to observe all pairs, position centrally during demonstrations and performances for maximum visibility

Observation Focus

Watch for quality of collaboration, unison accuracy, character expression, and emotional wellbeing throughout lesson

Intervention Points

Step in early if partnerships are struggling with decision-making, provide additional support during unison practice, address performance anxiety with encouragement

Demonstration Notes

Use student helpers to demonstrate concepts, exaggerate good and poor examples for clarity, maintain explorer character throughout all demonstrations

Verbal Cues

•'Big and clear movements!'
•'Count together - 1, 2, 3!'
•'Show me your explorer character!'
•'Perfect unison means moving as one!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for partner work and safe movement

Surface Check

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

Equipment Safety

Safety Checks

•Check music volume is appropriate and not startling
•Ensure space markers are securely placed and visible
•Confirm all electrical equipment is safely positioned

Risk Management

Key Risks

•Collisions between partner pairs during simultaneous practice
•Students becoming overexcited during performance time
•Emotional upset from partnership conflicts or performance anxiety
•Overexertion from sustained physical activity

Risk Mitigation

•Clear boundaries established for each partner pair workspace
•Structured turn-taking during performances to maintain control
•Teacher monitoring of partnerships with early intervention for conflicts
•Regular breathing breaks and calm instruction delivery
•Positive performance environment with focus on encouragement

Supervision & Emergency Procedures

Supervision Points

•Position to observe all partner pairs during collaborative work
•Monitor high-activity areas during unison practice
•Stay alert for signs of frustration or conflict between partners
•Ensure clear sight lines during performance assessments

Emergency Procedures

Stop activity immediately if unsafe behaviour occurs, assess any incidents calmly, provide appropriate first aid or support, adapt activities if needed for continued safety