Viking Tales in Movement
•Year 3
•Dance
•Position centrally for whole class to hear clearly
Alternative: Portable speaker, classroom music system
Test volume levels before lesson begins
Alternative: Any atmospheric instrumental music suitable for creative movement
One copy per group of 4, plus extras for teacher demonstration
Alternative: Display poem on whiteboard or projector
Ensure no obstacles or hazards in movement area
Alternative: Hall, drama studio, large classroom with furniture moved
When dancers perform the same movement at different times, creating a ripple effect
The pattern or shape that dancers make when positioned together
A word that describes a noun - a person, place or thing
A word that describes a verb - tells us how, when, where or why something is done
Something that inspires or triggers creative ideas for dance
How smoothly dance movements connect from one to the next
Understanding where pupils are coming from and where they're going
Poetry appreciation, vocabulary development (adjectives/adverbs), reading aloud with expression
Counting in 4s and 8s for dance timing, shape recognition in formations, pattern work in canon
Rhythm and timing, listening skills, responding to musical atmosphere and mood
Cooperation skills, communication, leadership, supporting others, building confidence
Move actively between groups during creative work, position centrally for whole-class instruction
Group cooperation, creative interpretation of poetry, canon timing, formation clarity
Step in if groups struggle with cooperation, need help with poetry interpretation, or require safety reminders
Be prepared to demonstrate canon timing, formation changes, and poetry interpretation examples
Minimum 8m x 8m clear floor space for group movement work
Dry, even floor surface free from obstacles or trip hazards
Stop activity immediately, assess any injuries, provide appropriate first aid, and contact school procedures if needed
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