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Lesson 1 - Barn Dance Basics

Traditional to Creative Barn Dance

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Year 3

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Dance

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Big Question

How can we use energy and timing to create authentic barn dance movements with a partner?

Learning Objectives

To identify and perform classic barn dance actions in the correct sequence
To demonstrate effective partner work through do se do and heel dig gallop movements
To show high energy and style characteristics of traditional barn dancing

Key Outcomes

Students will perform do se do with correct timing and direction
Students will execute heel dig gallop and split tuck jump with partner coordination
Students will demonstrate barn dance energy and style through body language and movement quality

Equipment & Resources Required

Cards

4 sets

Place one set in each corner of the room with corresponding image cards

Alternative: Hand-drawn movement pictures, digital images on tablet

Barn Dance Music

1 audio device

Ensure clear audio coverage across the entire dance space

Alternative: Traditional folk music, live fiddle music if available

Video Device

1 (tablet, laptop, or interactive whiteboard)

Position for clear viewing by all students during seated discussion

Alternative: Large printouts of barn dance positions, live demonstration

Cones

Clearly define the four practice corners with visual markers

Alternative: Cones, hoops, or wall spaces in corners

Key Vocabulary

Do Se Do

A barn dance movement where partners walk past each other on the right side, then return to starting position

Heel Dig

Sharp, rhythmic placement of the heel to the side before bringing foot back to centre

Gallop

A travelling step where one foot leads and the other follows in a rhythmic pattern

Split Tuck Jump

A jump where knees alternate lifting high while maintaining upright posture

Energy

The dynamic quality of movement showing liveliness and vigour in dance performance

Skill Progression Pathway

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

Prior Learning

Basic walking and skipping movements
Following simple rhythmic patterns
Working safely in shared space with others

Current Skills

Directional awareness in dance (forward, backward, crossing over)
Partner coordination and timing
Traditional dance vocabulary and style characteristics

Next Steps

Complex barn dance sequences with multiple movement patterns
Group formations and progressive partner work
Creating own barn dance variations with authentic style

Milestone Indicators

Maintains forward-facing direction while moving backward

Coordinates with partner without verbal cues

Shows visible energy and character in movement quality

Key Teaching Points

Always maintain forward-facing direction even when moving backward
Right-side passing is essential for safe and authentic do se do
Barn dance style includes upright posture, hands on hips, and confident energy
Partner coordination requires eye contact, timing, and spatial awareness
Music enhances movement but technique and safety come first
Traditional dance connects us to cultural heritage and community celebrations
Performance skills include confidence, energy, and supporting others

Common Misconceptions

Students may think they should turn around instead of walking backward while facing forward
Some may believe faster movement automatically shows more energy than controlled, stylistic movement
Students might assume barn dancing is only for special occasions rather than a skill-building activity
Some may think partner work means copying exactly rather than creating complementary movements
Students may believe traditional dances are old-fashioned rather than culturally valuable and fun

SEN Adaptations

ADHD

Break sequences into shorter segments, provide additional kinesthetic input, use energetic music to channel energy positively

dyspraxia

Slow down movement teaching, provide additional practice time, use larger floor markers for spatial awareness

autism spectrum

Provide clear visual sequence cards, allow practice time before music, offer quiet space if overstimulated

visual impairment

Use clear verbal descriptions of partner positions, provide tactile guidance for hand placement, use bright contrast action cards

hearing impairment

Visual demonstration of timing through gestures, use of visual rhythm cues, partner support for musical timing

physical disability

Adapt movements for seated position, modify partner work for wheelchair users, adjust jumping to stepping movements

Cross-Curricular Links

Geography

Rural communities, farming culture, regional dance traditions

History

Traditional British culture, community celebrations, historical dance forms

Music

Rhythm and timing, traditional folk music appreciation, musical phrasing and structure

PSHE

Cooperation and teamwork, cultural appreciation, confidence building, performance skills

Teacher Guidance

Positioning

Circulate around pairs during practice, position at front for demonstrations, move to side during video viewing

Observation Focus

Partner coordination, barn dance style development, movement timing, safety awareness

Intervention Points

Step in when pairs lose coordination, correct unsafe movement patterns, support students needing confidence

Demonstration Notes

Exaggerate barn dance posture for visibility, use counting to establish timing, show partner coordination clearly, maintain high energy throughout

Verbal Cues

•'Face forward always!'
•'Right side passing!'
•'Barn dance energy!'
•'Hands on hips, chest up!'
•'Feel the rhythm!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space for partner work and galloping movements

Surface Check

Dry, non-slip surface suitable for jumping and quick directional changes

Equipment Safety

Safety Checks

•Music device positioned safely away from movement area
•Action cards secured to prevent slipping hazards
•Video device stable and cables managed safely

Risk Management

Key Risks

•Partner collisions during do se do crossing
•Falls during jumping movements
•Strain injuries from galloping without warm-up

Risk Mitigation

•Adequate spacing between pairs during all activities
•Progressive skill building from walking to galloping to jumping
•Clear directional instructions and right-side passing emphasis
•Proper jumping technique with bent-knee landings

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple pairs during partner work
•Monitor jumping technique and landing safety
•Watch for fatigue affecting movement control

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed