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Lesson 4 - Using Props in Dance

Character Storytelling Dance

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Year 3

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Dance

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45 min

Big Question

How can props transform and enhance our storytelling through dance?

Learning Objectives

To introduce and incorporate props effectively in dance routines
To collaborate with others to create and improve choreographed sequences
To perform dance movements using different levels and directions with props

Key Outcomes

Students will be able to perform dance sequences incorporating props safely and creatively
Students will demonstrate collaborative skills while creating group routines
Students will show understanding of levels and directions in dance movement

Equipment & Resources Required

Plastic chairs

1 per student (30)

Arrange in performance space, easily moveable

Alternative: Cushions, boxes, or benches if chairs unavailable

Coloured Cones

15-20 cones

Placed around hall perimeter for starter activity

Alternative: Spots, bean bags, or markers

Tunnel Systems

Positioned for clear sound throughout hall

Alternative: Portable speaker with device

Matilda Soundtrack

Digital file

Pre-loaded and tested before lesson

Alternative: Similar theatrical music with clear beat

Key Vocabulary

Props

Objects used in dance to enhance expression and storytelling

Levels

Different heights in dance - low (floor), medium (standing), high (jumping/reaching)

Directions

The way dancers face or move - forward, backward, sideways, diagonal

Synchronisation

Moving at the same time as others, keeping together

Choreography

The art of creating and arranging dance movements

Skill Progression Pathway

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

Prior Learning

Students have explored improvisation skills in previous lessons
Students understand basic dance movements and spatial awareness
Students have experience working in groups for dance activities

Current Skills

Using props to enhance dance expression
Collaborating to create group routines
Applying levels and directions in choreography

Next Steps

Developing complex prop-based choreography
Creating original dance narratives using multiple props
Leading and teaching choreography to younger students

Milestone Indicators

Confident manipulation of props during movement

Synchronised group performance with props

Creative use of levels and directions with props

Key Teaching Points

Safety first - always demonstrate proper chair handling and establish clear boundaries
Encourage creativity within structure - give framework but allow personal interpretation
Focus on process over perfection - celebrate effort and improvement
Use music as timing support - help students feel the beat rather than just count
Build confidence through positive reinforcement and peer support
Connect all movements to story context to enhance meaning and engagement
Differentiate expectations while maintaining inclusive group experience

Common Misconceptions

Props are just decorations - clarify that props are integral to dance expression and storytelling
Only sitting movements work with chairs - demonstrate full range of levels and directions possible
Everyone must move identically - explain individual interpretation within group unity
Faster movement means better dancing - emphasise control and timing over speed
Mistakes ruin performance - teach that adaptation and recovery are part of live performance
Props make dance easier - help students understand props add complexity and creative challenge

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular positive feedback, allow movement breaks

dyspraxia

Simplify movement sequences initially, provide extra practice time, support with spatial awareness

autism spectrum

Provide clear structure and routine, visual schedule of lesson sections, quiet space available if needed

visual impairment

Use brightly contrasting chairs, provide verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Visual cues for music timing, demonstrate all movements clearly, use visual countdown for starting

physical disability

Adapt chair movements for wheelchair users, modify levels as appropriate, ensure accessible prop handling

Cross-Curricular Links

English

Vocabulary development through dance terminology, storytelling through movement and character development

Music

Keeping time with beat, understanding rhythm and musical structure, responding to musical cues

PSHE

Cooperation and teamwork skills, building confidence and self-expression, supporting others

Teacher Guidance

Positioning

Circulate around hall during individual work, position at front during group performance for clear visibility

Observation Focus

Monitor safe prop use, watch for timing and rhythm development, check group cooperation

Intervention Points

Step in if unsafe chair use observed, support students struggling with timing, encourage reluctant participants

Demonstration Notes

Always demonstrate safe chair use first; show clear timing with music; exaggerate levels and directions for visibility

Verbal Cues

•'Smooth movements with your chair partner!'
•'Listen to the beat and move with the music!'
•'Show me different levels - high, medium, low!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space for individual chair work and group formations

Surface Check

Non-slip surface, clear of obstacles, adequate ceiling height for reaching movements

Equipment Safety

Safety Checks

•Check all chairs for stability and no sharp edges before use
•Ensure chairs are appropriate size for Year 3 students
•Verify chairs can support student weight safely

Risk Management

Key Risks

•Slips and falls when moving around chairs
•Chair tipping if used inappropriately
•Collisions between students during movement
•Overexertion during energetic sequences

Risk Mitigation

•Clear safety briefing about appropriate chair use
•Adequate spacing between students (minimum 2m)
•Constant supervision during prop work
•Progressive skill building from basic to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during individual work
•Circulate during skill development to monitor safety
•Monitor high-activity areas during transitions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students remain safe