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Lesson 4 - Group Poetry Dance Development

Roman Stories in Dance

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Year 3

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Dance

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45 min

Big Question

How can we transform words and poetry into powerful group dance performances?

Learning Objectives

To work well in groups showing good cooperation skills
To use poetry as a stimulus for creative and imaginative dance actions
To demonstrate use of canon and changes in formation

Key Outcomes

Students will create a 16 or 32 count group dance section incorporating poetry-inspired movements
Students will demonstrate effective cooperation and communication within their group
Students will show understanding of canon and formation changes in their choreography

Equipment & Resources Required

Music Player

Position for clear sound coverage of hall

Alternative: iPad with speaker, CD player

Poetry Verses

8-10 copies

One verse per group, clearly readable font size

Alternative: Display on whiteboard/screen

Whiteboards

Visible to all students for key vocabulary definitions

Alternative: Interactive whiteboard, large paper sheets

Cones

8-12

Mark corners and boundaries of dance space

Alternative: Bean bags, hoops as boundary markers

Key Vocabulary

Canon

When dancers perform the same movement but at different times, like a musical round

Formation

The shape or pattern that dancers make when positioned in the performance space

Adjective

A word that describes a person, place or thing (noun)

Adverb

A word that describes how, when, where or why something is being done

Choreography

The art of creating and arranging dance movements and patterns

Sequence

A series of movements performed one after another in a specific order

Skill Progression Pathway

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

Prior Learning

Basic understanding of movement qualities (fast/slow, high/low)
Experience working in pairs for dance
Knowledge of simple formations (lines, circles)

Current Skills

Interpreting words and text through movement
Working cooperatively in groups of 4
Creating and remembering longer dance sequences
Understanding and applying canon technique
Changing formations during performance

Next Steps

Developing more complex group choreography
Incorporating props and costume in dance
Understanding rhythm and musical phrasing
Creating dances with clear beginning, middle and end

Milestone Indicators

Students can suggest and develop movement ideas from text

Groups can work independently to create sequences

Clear evidence of canon being used in group work

Smooth transitions between different formations

Key Teaching Points

Poetry and dance are both ways of painting pictures and telling stories
Every word can inspire movement - there are no wrong interpretations
Canon creates visual interest like echoes in dance
Formation changes help tell the story of the dance
Cooperation makes the creative process more fun and successful
Smooth transitions between movements create flow in choreography
Practice and refinement improve performance quality

Common Misconceptions

There is only one 'correct' way to interpret a word through movement
Canon means everyone does different movements (correction: same movement, different timing)
Formations must be perfect geometric shapes (allow for creative interpretation)
Choreography must be completely finished to be valuable (celebrate work in progress)
Only confident dancers can create good movements (everyone can contribute creatively)
Group work means everyone must do exactly the same thing (allow for individual contributions within unity)

SEN Adaptations

ADHD

Regular movement breaks, clear task boundaries, specific roles within groups to maintain focus

dyspraxia

Simplified movement sequences, extra practice time, movement broken into smaller components

autism spectrum

Clear structure with predictable routine, advance warning of transitions, quiet space available if needed

visual impairment

Clear verbal descriptions of formations, tactile guidance for positioning, buddy system for movement support

hearing impairment

Visual demonstrations of all instructions, written poetry verses always visible, hand signals for timing cues

physical disability

Adapted movements focusing on available range of motion, seated or supported standing options, modified formation roles

Cross-Curricular Links

English

Poetry analysis, understanding adjectives and adverbs, creative interpretation of text, vocabulary development through movement

Art & Design

Creative composition, sequencing artistic elements, collaboration in creative projects, expressing ideas through different media

Music

Understanding canon as musical technique, rhythm and timing in performance, ensemble coordination

PSHE

Cooperation and teamwork skills, communication within groups, celebrating others' achievements, building confidence through performance

Teacher Guidance

Positioning

Circulate between groups during work time, position at front for demonstrations, ensure visibility of all groups during performances

Observation Focus

Watch for creative interpretation of poetry, evidence of cooperation, safe movement practices, development of canon and formation skills

Intervention Points

Step in if groups struggle with creative ideas, help with canon timing, support resolution of cooperation challenges

Demonstration Notes

Show clear examples of word-to-movement translation, demonstrate canon timing with students, model supportive group interaction

Verbal Cues

•'Let the words paint pictures in your movement'
•'Remember, different start times for canon'
•'How can your formation tell part of the story?'
•'Practice makes progress, not perfection'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for groups of 4 to work simultaneously

Surface Check

Clean, dry, non-slip surface free from obstacles and appropriate for dance movement

Equipment Safety

Safety Checks

•Ensure music volume appropriate for instruction
•Check printed materials are clearly readable
•Verify boundary markers are visible but not trip hazards

Risk Management

Key Risks

•Collisions during formation changes
•Overexertion during movement creation
•Exclusion or conflict within groups

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Emphasis on controlled movement rather than speed
•Teacher monitoring of group dynamics and intervention when needed
•Progressive development from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during choreography work
•Monitor group cooperation and intervene with support when needed
•Check formation changes are planned and executed safely

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school procedures if serious