Roman Stories in Dance
•Year 3
•Dance
•Position for clear sound throughout hall
Alternative: Tablet or laptop with speakers
Cue track ready for performance section
Alternative: Similar tempo instrumental music
Use to mark group performance areas if needed
Alternative: Spots or bean bags
Position for clear view of all groups
Alternative: Phone camera
When dancers perform the same movement one after another, like a musical round
The arrangement or pattern of dancers in the performance space
The movement or change from one section of dance to another
Comments and suggestions given by classmates about dance performance
The beat or rhythm units used to structure dance movements
Understanding where pupils are coming from and where they're going
Using poetry as stimulus for creative expression, vocabulary development through dance terminology
Counting in sequences, understanding numerical patterns in canon timing, spatial awareness in formations
Creative expression through movement, understanding composition through formation design
Understanding rhythm and timing, keeping to musical beat during transitions
Cooperation and teamwork skills, giving and receiving constructive feedback, building confidence through performance
Move between groups during development time, central for demonstrations and feedback
Group cooperation, canon clarity, formation smoothness, inclusion of all students
Step in if groups struggle with cooperation, timing, or safe movement
Use clear, exaggerated movements for canon examples. Show formation changes slowly then at performance speed
School hall or large classroom, minimum 8m x 8m clear space
Non-slip surface, free from obstacles and debris
Stop activity immediately, assess situation, provide appropriate first aid, contact office if needed
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