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Lesson 1 - World Dance Motif Map

Cultural Storytelling Dance

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Year 3

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Dance

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1h 6min

Big Question

How can we use our knowledge of different cultures to create expressive dance movements that tell stories from around the world?

Learning Objectives

To share what we know about dance styles from different countries
To creatively use mind map words to help us move in different ways
To show good timing, posture, and extension in our movements

Key Outcomes

Students will develop a 32-48 count Dance around the World motif using mind mapping
Students will demonstrate agility, balance, coordination and precision in their movements
Students will contribute meaningfully to theme-related discussions and choreography

Equipment & Resources Required

Music Player

Position centrally for clear sound throughout hall

Alternative: Portable bluetooth speaker, tablet/phone with external speaker

Whiteboards

Positioned where all students can see for mind mapping activity

Alternative: Large paper sheets, interactive whiteboard

Cards

Stick one in each corner of the hall at students' eye level

Alternative: Laminated pictures, flags, or cultural symbols

Markers

4-6

Have variety of colours available for mind mapping

Alternative: Coloured chalk, dry-wipe markers

Key Vocabulary

Motif

A short dance phrase or movement pattern that can be repeated and developed

Choreography

The art of creating and arranging dance movements and sequences

Extension

Stretching and lengthening the body and limbs to create long, flowing lines

Dynamics

How energy is used in movement - sharp, smooth, strong, gentle

Isolation

Moving one part of the body while keeping other parts still

Levels

The height at which movements are performed - high, medium, low

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance as creative movement
Experience with following simple choreographed sequences
Awareness that different countries have different cultures

Current Skills

Developing cultural awareness through dance exploration
Creating movements inspired by mind mapping techniques
Improving timing, posture and extension in dance

Next Steps

Learning specific cultural dance techniques in greater detail
Creating longer, more complex choreographed sequences
Understanding rhythm and musical phrasing in dance

Milestone Indicators

Confident performance of the 32-48 count motif

Ability to suggest and demonstrate culture-specific movements

Clear improvement in posture, timing and extension

Key Teaching Points

Cultural sensitivity is paramount - movements should be respectful representations, not stereotypes
Count clearly and consistently throughout all choreographed sections to support timing
Use specific vocabulary (timing, levels, dynamics, extension) to build dance literacy
Encourage creativity while providing structure through the corners game and motif learning
Build confidence through positive feedback and multiple performance opportunities
Connect learning to students' own cultural knowledge and experiences
Emphasise improvement and effort over perfection in performances

Common Misconceptions

That there are 'right' and 'wrong' cultural dance movements - emphasise respectful interpretation over accuracy
That only confident dancers can perform well - celebrate effort and improvement for all students
That mind mapping is separate from physical activity - show clear connections between thinking and moving
That dance is only about looking good - emphasise expression, creativity, and cultural learning
That feedback should only be positive - teach constructive suggestions for improvement

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries, regular feedback and encouragement

dyspraxia

Simplified movement patterns, additional practice time, break down complex movements into smaller parts

autism spectrum

Clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use tactile demonstrations, clear verbal descriptions of movements, partner support for spatial awareness

hearing impairment

Visual cues and demonstrations, vibration from music system, clear visual counting signals

physical disability

Seated versions of movements, adapt arm movements only, modify space requirements as needed

Cross-Curricular Links

English

Vocabulary development, discussion skills, giving and receiving feedback

Art

Understanding expression through movement, creating visual mind maps, design principles in choreography

Geography

Exploring different countries and their cultural traditions, understanding global diversity

History

Learning about cultural heritage and how dance traditions develop over time

Music

Rhythm, timing, and musical phrasing, understanding how music supports movement

PSHE

Cultural awareness and sensitivity, cooperation, building confidence through performance

Teacher Guidance

Positioning

Stand where all students can see demonstrations clearly, move around room during practice to provide individual support

Observation Focus

Watch for timing with music, postural alignment, coordination between arms and legs, cultural sensitivity in movements

Intervention Points

Step in if movements become inappropriate, support students struggling with coordination, ensure all students are participating

Demonstration Notes

Demonstrate: Clear, exaggerated movements for visibility, count aloud consistently, show both correct technique and common mistakes for comparison

Verbal Cues

•'Show me your beautiful lotus hands!'
•'Feel the rhythm in your shoulders!'
•'Make those movements bigger and more expressive!'
•'Remember to breathe and stay relaxed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 12m, clear of obstacles and furniture

Surface Check

Non-slip, even surface suitable for dance movement, check for wet patches or debris

Equipment Safety

Safety Checks

•Ensure corner cards are securely attached and won't fall during movement
•Check music system has stable positioning and safe cable management
•Verify whiteboard is stable and markers have secure caps

Risk Management

Key Risks

•Collisions during free movement in corners game
•Trips or falls during enthusiastic dancing
•Overexertion during shoulder isolations
•Inappropriate cultural representation causing offence

Risk Mitigation

•Clear boundaries established for movement areas
•Adequate spacing between students during individual work
•Progressive warm-up and appropriate cool-down
•Cultural sensitivity guidance and appropriate movement choices
•Teacher monitoring for signs of fatigue or discomfort

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during movement activities
•Monitor corners game for safe transitions
•Watch for overexertion during shoulder isolations
•Ensure appropriate cultural representations

Emergency Procedures

Clear stop signal established, first aid procedures known, emergency contact information available