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Lesson 3 - Improvisation & Movement Discovery

Character Storytelling Dance

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Year 3

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Dance

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45 min

Big Question

How can we use our bodies to express feelings and stories through improvised movement?

Learning Objectives

To develop improvisation skills using body movements and facial expressions
To perform coordinated group movements with awareness of timing and space
To demonstrate understanding of cannon and accumulation in dance

Key Outcomes

Students will improvise individual movements in response to musical stimuli
Students will perform choreographed sequences with timing and spatial awareness
Students will work collaboratively in group formations demonstrating leadership and followership

Equipment & Resources Required

Tunnel Systems

Positioned for clear sound throughout hall, test volume levels

Alternative: Portable speaker, smartphone with speaker

Matilda Soundtrack

1 playlist

Queue tracks ready, have pause/play easily accessible

Alternative: Classical music, film soundtracks with varying tempo

Markers

8-10

Mark circle formation if needed for spatial guidance

Alternative: Cones, spots, tape marks

Key Vocabulary

Improvisation

Creating movement spontaneously without pre-planning, responding to music or stimuli

Cannon

When dancers perform the same movement but start at different times, like a wave effect

Accumulation

Building up movement by adding one element at a time

Arabesque

A dance position where one leg is extended straight behind the body

Formation

The arrangement of dancers in space, such as circles, lines, or scattered positions

Skill Progression Pathway

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

Prior Learning

Basic movement skills and spatial awareness
Following simple instructions and musical cues
Understanding of freeze and movement contrasts

Current Skills

Improvisation techniques and creative expression
Coordinated group movement and timing
Character interpretation through movement

Next Steps

Complex choreographic patterns and sequences
Partner and small group improvisation
Performance skills and audience awareness

Milestone Indicators

Confident improvisation without copying others

Ability to maintain character throughout movement

Smooth transitions between individual and group work

Key Teaching Points

Improvisation is about responding naturally to music and character, not planning movements
Timing in group work helps everyone dance together while still being creative individually
Character work enhances movement - thinking about Matilda's emotions creates better dancing
Cannon technique creates beautiful group effects through individual timing awareness
Balance positions like arabesque require focus and patience - celebrate effort over perfection
Creative expression has no wrong answers - every interpretation is valid and valuable
Group cooperation makes dance more beautiful and enjoyable for everyone

Common Misconceptions

Improvisation means copying others - actually it's about individual creative response
Group dance means everyone must move exactly the same - timing can be shared while movement stays personal
Character work is 'acting' not dancing - movement quality changes when we connect to story and emotion
Technique positions must be perfect - focus on effort, growth and enjoyment over perfection
Dance is only for 'good' dancers - everyone can express creativity and tell stories through movement

SEN Adaptations

ADHD

Regular movement breaks, varied activities, clear boundaries and expectations, positive reinforcement for focus

dyspraxia

Simplified movement patterns, extra time for coordination, focus on effort over precision, simplified group formations

autism spectrum

Clear structure and sequence, advance warning of music and timing changes, quiet space available if needed

visual impairment

Clear verbal descriptions of all movements, tactile guidance for positions, audio cues for timing and spatial awareness

hearing impairment

Visual demonstrations and cues, vibrations for rhythm, clear sight lines for copying group movements

physical disability

Seated versions of movements, adapted balance positions, alternative ways to show character expression

Cross-Curricular Links

English

Character development and storytelling through movement, vocabulary expansion with dance terminology, creative expression and communication

Music

Rhythm and timing awareness, response to musical cues and tempo, understanding beat and counting

PSHE

Self-confidence and creative expression, cooperation and teamwork, celebrating individual and group achievements

Teacher Guidance

Positioning

Maintain central position during circle work for visibility, move to perimeter during improvisation for encouragement without interruption

Observation Focus

Watch for creative confidence, group cooperation, timing awareness, and safe execution of technical elements

Intervention Points

Step in for safety concerns, provide encouragement for hesitant improvisers, guide timing for group coordination

Demonstration Notes

Use character-based demonstrations to inspire creativity, model timing and technique clearly, show rather than tell whenever possible

Verbal Cues

•'Let your body tell the story!'
•'Wait for your neighbour, then follow!'
•'Strong and beautiful arabesque!'
•'Feel the magic growing through your whole body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for circle formation and individual movement, additional space for scattered improvisation

Surface Check

Smooth, non-slip surface suitable for balance work and floor positions, free from obstacles and hazards

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement space
•Volume levels appropriate for instruction communication
•Clear emergency stop procedures for music

Risk Management

Key Risks

•Collisions during improvisation and circle formation
•Falls during balance positions like arabesque
•Strain from floor work and stretching

Risk Mitigation

•Clear spatial boundaries and personal space awareness
•Progressive skill building for balance positions
•Gentle approach to stretching and floor work
•Constant supervision during dynamic movements

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during scattered improvisation
•Move around circle formation to monitor technique and safety
•Provide support for students attempting challenging balance positions

Emergency Procedures

Stop signal established, music easily accessible for immediate stop, first aid knowledge for minor falls or strains