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Lesson 4 - Creating Barn Dance Actions

Traditional to Creative Barn Dance

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Year 3

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Dance

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45 min

Big Question

How can we create our own energetic movements that capture the spirit of traditional Barn Dance?

Learning Objectives

To identify different types of action used in Barn Dance (jump, turn, fall, gesture)
To create original dance actions which suit the energetic style of Barn Dance
To recognise and describe Barn Dance style actions in others' performances

Key Outcomes

Students will identify at least four types of dance actions in Barn Dance
Students will create fluid dance phrases incorporating jump, turn, fall and gesture movements
Students will demonstrate understanding of energetic movement quality through strong, controlled actions

Equipment & Resources Required

Cards

4 sets

Place one card in each corner of the room at child eye level

Alternative: Laminated A4 sheets or wall posters

Maps

1 large display

Visible to whole class during discussion time

Alternative: Whiteboard drawings or tablet display

Video Resources

1 device with screen

Position so all students can see clearly

Alternative: Audio description if visual not available

Tunnel Systems

1 with clear sound

Test volume levels before lesson starts

Alternative: Portable speaker or hall sound system

Key Vocabulary

Jump

A movement where both feet leave the ground and land together or separately

Turn

A rotation of the body around its own axis, can be partial or complete

Fall

A controlled descent towards the floor using different body parts

Gesture

Small, isolated movements of body parts like arms, head, or shoulders

Energetic

Movement that appears strong, powerful and full of life

Tension

The controlled strength and firmness in muscles during movement

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance actions from previous lessons
Experience with floor patterns and group formations
Knowledge of strong and energetic movement dynamics from Unit 2 Lesson 3

Current Skills

Identifying and creating four specific dance actions (jump, turn, fall, gesture)
Linking movements together in fluid sequences
Applying energetic, controlled movement quality

Next Steps

Combining individual sequences with whole-class choreography
Adding musical interpretation and timing
Performing complete Barn Dance routines with confidence

Milestone Indicators

Can distinguish between the four action types consistently

Demonstrates visible energy and control in all movements

Creates sequences that flow smoothly between different actions

Key Teaching Points

All movements should demonstrate controlled energy and commitment
Each action type has specific characteristics that must be clearly visible
Safety is paramount, especially during falling movements
Group collaboration requires everyone to contribute ideas
Barn Dance style emphasises strength and vitality in all movements
Linking movements fluidly is as important as the individual actions
Performance confidence grows through positive feedback and encouragement

Common Misconceptions

That 'energetic' means fast rather than strong and controlled
That falling movements can be uncontrolled or dangerous
That gestures are only arm movements rather than isolated body parts
That all group members must do identical movements
That you can't be creative within the four action types
That performance is about showing off rather than demonstrating learning

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use visual and kinesthetic learning approaches

dyspraxia

Simplify action combinations, allow extra practice time, use larger, clearer movements, provide additional physical support

autism spectrum

Provide clear structure and routine, use visual schedule, offer quiet space for overwhelm, prepare for performance expectations

visual impairment

Provide verbal descriptions of video content, use tactile cues for action types, ensure close partner support

hearing impairment

Use clear visual demonstrations, written instructions on resource cards, visual signals for tempo changes

physical disability

Adapt actions to seated or supported positions, focus on upper body gestures, modify falling to safe alternatives

Cross-Curricular Links

English

Developing vocabulary to describe movement and performance, using adjectives effectively

Science

Understanding how muscles work to create tension and control, exploring forces in jumping and turning

Art

Exploring expression through movement, understanding how gesture communicates meaning

PSHE

Working collaboratively, building confidence through performance, respecting others' creative ideas

Teacher Guidance

Positioning

Circulate between groups during creation time, position centrally for whole-class instruction

Observation Focus

Watch for clear demonstration of action types, energy levels, group collaboration, safety

Intervention Points

Step in if movements become unsafe, if groups are struggling with collaboration, or if action types are unclear

Demonstration Notes

Always demonstrate movements yourself to show energy and commitment expected

Verbal Cues

•'Make it stronger!'
•'Use your whole body!'
•'Think about your muscle tension!'
•'Remember to stay controlled!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, preferably larger for group work

Surface Check

Clean, dry, non-slip surface suitable for controlled falling movements

Equipment Safety

Safety Checks

•Resource cards securely attached to walls at appropriate height
•Video equipment positioned safely away from movement area
•No trailing wires or obstacles in movement space

Risk Management

Key Risks

•Collisions during circular movement
•Unsafe falling during 'fall' actions
•Dizziness from turning movements
•Overexertion during energetic movements

Risk Mitigation

•Clear spacing guidelines during warm-up circle
•Emphasis on controlled falling techniques only
•Breaks between intensive activities
•Constant monitoring of falling movements

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during creation time
•Close monitoring during any falling movements
•Check for fatigue during high-energy activities

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact office if needed