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Lesson 3 - Machine Movement Dynamics

Machines & Forces Dance

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Year 3

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Dance

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45 min

Big Question

How can we use movement dynamics to tell the story of a machine breaking down?

Learning Objectives

To understand how dynamics affect the actions performed
To be able to select and use movements to represent an idea
To explore explosive and controlled movements through dance

Key Outcomes

Students will create expressive movements that represent machine breakdown
Students will demonstrate understanding of movement dynamics and rhythm
Students will work collaboratively to choreograph a group performance

Equipment & Resources Required

Track

Test audio levels before lesson begins

Alternative: Industrial or mechanical music with strong beat

Tunnel Systems

Positioned for whole space coverage

Alternative: Portable speaker with clear sound

Markers

4-8

Only if needed to define group spaces

Alternative: Cones or spots to define performance areas

Key Vocabulary

Dynamics

How an action is performed - the energy, speed, and force used in movement

Explosive movement

Quick, sudden movements with high energy and force

Phrase

A sequence of connected movements that forms a complete idea

Breakdown

In dance, representing how something stops working or falls apart

Rotation

Turning or spinning movements around an axis

Skill Progression Pathway

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

Prior Learning

Basic travelling movements from previous lessons
Understanding of personal and general space
Simple counting in dance
Working with partners

Current Skills

Understanding movement dynamics
Creating expressive movements
Working in groups of four
Combining movement phrases

Next Steps

Developing more complex choreographic structures
Understanding narrative through movement
Advanced group performance skills

Milestone Indicators

Consistent use of appropriate dynamics

Clear storytelling through movement

Effective group collaboration

Rhythmic accuracy

Key Teaching Points

Dynamics are how movements are performed - explosive vs controlled
Machine movements can tell a story of working vs breaking down
Safety in explosive movements requires control and awareness
Group work requires listening, sharing ideas and compromise
Performance requires focus, commitment and respect for audience
Creative movement allows personal expression within structured framework
Observation skills help us appreciate and learn from others' work

Common Misconceptions

Explosive means dangerous - correct: explosive means sudden and sharp but still controlled
Louder music means better performance - correct: listening and timing are more important than volume
All movements must be the same - correct: individual interpretation within group structure is encouraged
Spinning faster is better - correct: controlled spinning with clear stops is more effective
Only perfect performances are good - correct: creativity and effort are equally valued

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries and expectations, positive reinforcement for focus

dyspraxia

Simplified movement patterns, extra practice time, breaking down complex sequences into smaller parts

autism spectrum

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

visual impairment

Clear verbal descriptions of all movements, tactile guidance for positioning, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all instructions, hand signals for musical cues, vibration cues for rhythm

physical disability

Adapted movements using available body parts, seated versions of spinning, modified group roles

Cross-Curricular Links

Science

Forces and motion in explosive movements, understanding mechanical systems and energy transfer

Design Technology

How machines work, understanding breakdown and malfunction, problem-solving in group work

Drama

Character development through movement, storytelling through physical expression, understanding performance skills

Mathematics

Counting in sequences, patterns in movement, spatial awareness and geometric shapes in formation

PSHE

Collaboration skills, supporting others, confidence building through performance, resilience in creative process

Teacher Guidance

Positioning

Central position with clear view of all groups, mobile to support individual groups

Observation Focus

Safety during explosive movements, group collaboration, understanding of dynamics

Intervention Points

Step in if unsafe movements observed, groups struggling with collaboration, or misunderstanding concepts

Demonstration Notes

Use clear, exaggerated movements to show dynamics differences, demonstrate alongside students when possible

Verbal Cues

•'Explosive and controlled!'
•'Show me the difference!'
•'Work together!'
•'Safe spacing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space (hall or studio), minimum 8m x 8m for group work

Surface Check

Non-slip surface suitable for jumping and floor work, free from obstacles

Equipment Safety

Safety Checks

•Audio equipment safely positioned away from movement area
•Volume at appropriate level to avoid hearing damage
•All cables secured to prevent tripping

Risk Management

Key Risks

•Collisions during spinning movements
•Falls during jumping and landing
•Dizziness from excessive spinning
•Unsafe group formations

Risk Mitigation

•Clear personal space boundaries established
•Spinning movements controlled and limited
•Safe jumping and landing technique taught
•Group spaces clearly defined

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Monitor for unsafe spinning practices
•Watch for fatigue during explosive movements
•Ensure groups maintain safe spacing

Emergency Procedures

Stop activity immediately, assess any injury, provide appropriate first aid, follow school procedures