Lesson 3 - Applying Choreography in Motifs
Storytelling Through Movement: Explorer Adventures
•Year 2
•Dance
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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
Position where all students can hear clearly, test volume levels
Alternative: Use classroom computer speakers or portable speaker
Have tracks ready to play, varying tempos for different activities
Alternative: Adventure film soundtracks, nature sounds, or rhythmic instrumental music
Mark clear performance areas and boundaries for safety
Alternative: Chalk marks, masking tape, or natural boundaries
Display key vocabulary and success criteria where all can see
Alternative: Large paper sheets or wall space for displaying key words
Key Vocabulary
A short movement sequence that can be repeated and developed
Performing movements at exactly the same time as someone else
The art of creating and arranging dance movements
Showing feelings and emotions through facial expressions and body language
High, medium and low positions in dance
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
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