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Lesson 3 - Creating Weather Motifs

Weather Stories Through Creative Movement

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Year 3

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Dance

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45 min

Big Question

How can we use our bodies to tell the story of a day at the beach through dance?

Learning Objectives

To develop thematic movements into a structured motif representing weather changes
To combine three movements that flow together representing a beach experience
To demonstrate creativity and expression through dance movements

Key Outcomes

Students will create a flowing three-movement motif representing a sunny day at the beach
Students will respond appropriately to musical changes representing weather transitions
Students will give and receive constructive feedback on dance performances

Equipment & Resources Required

Drum

Positioned near teacher for easy access during rain sequence

Alternative: Wooden spoons and saucepan, rhythm sticks

Beach Music

1 playlist

Pre-loaded and tested, with clear start/stop points marked

Alternative: Classical music with varying tempos, nature sounds

Markers Cones

8-12

Mark boundaries of dance space to ensure safety

Alternative: Masking tape, PE spots

Key Vocabulary

Motif

A short dance sequence that can be repeated and developed

Flow

Moving smoothly from one movement to the next without stopping

Expression

Using your face and body to show feelings and emotions in dance

Level

The height of your body - high (jumping/reaching), medium (standing), low (crouching/floor)

Creativity

Using your imagination to create new and interesting movements

Skill Progression Pathway

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

Prior Learning

Students can move safely in a shared space
Students understand basic dance vocabulary (high, low, fast, slow)
Students have explored simple weather movements

Current Skills

Creating thematic movements representing beach activities
Combining movements into a flowing sequence
Responding to musical changes with appropriate movement

Next Steps

Developing more complex motifs with partner work
Adding dramatic elements to storytelling through dance
Creating group compositions with weather themes

Milestone Indicators

Movements clearly represent the intended theme

Three movements flow smoothly together without gaps

Students can repeat their motif consistently

Key Teaching Points

Flow is the key to good motifs - movements must connect smoothly without gaps
Expression and creativity are equally important as technical skill in dance
Level changes (high, medium, low) add visual interest and performance quality
Responding to musical cues develops musicality and listening skills
Constructive feedback helps everyone improve and builds classroom community
Beach theme provides concrete imagery to inspire creative movement
Partner work develops observation skills and positive peer relationships

Common Misconceptions

Thinking dance is only about remembering steps rather than expressing ideas and feelings
Believing that movements must be 'pretty' rather than clear and expressive
Assuming that faster or bigger movements are always better than controlled, expressive ones
Thinking that feedback should focus on what's wrong rather than what's working well
Believing that there's only one 'right' way to represent each beach activity through movement

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks between sitting activities, use visual and kinesthetic learning styles

dyspraxia

Simplify sequences to 2 movements initially, provide extra practice time, focus on large motor movements rather than fine detail

autism spectrum

Provide visual schedule of lesson activities, offer quiet space for breaks, use consistent verbal cues and routine

visual impairment

Use tactile cues for spatial boundaries, provide clear verbal descriptions of movements, pair with sighted buddy for safety

hearing impairment

Use visual signals for drum cues, provide written instructions, demonstrate all movements clearly

physical disability

Adapt movements for seated performance, modify level changes to arm/upper body only, ensure wheelchair accessible space

Cross-Curricular Links

English

Descriptive vocabulary, sequencing events, giving and receiving feedback

Maths

Counting movements in sequence, understanding pattern and repetition, spatial awareness

Science

Weather systems, forces in movement, body awareness and control

Geography

Weather patterns, coastal environments, seasonal changes, location vocabulary

PSHE

Cooperation, constructive feedback, self-confidence, celebrating creativity

Teacher Guidance

Positioning

Central position during instruction, moving around perimeter during practice to observe all students

Observation Focus

Movement quality, creative interpretation, spatial awareness, and positive peer interaction

Intervention Points

Step in if movements become unsafe, energy levels too high, or feedback becomes inappropriate

Demonstration Notes

Use exaggerated movements for clarity, show both good examples and common mistakes, model positive feedback language

Verbal Cues

•'Show me the flow between movements!'
•'I can see that beach activity clearly!'
•'Listen to the drum and match your movements!'
•'What kind feedback can you give your partner?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for class of 30, larger space preferred for travelling sequences

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Drum checked for secure attachment and appropriate volume level
•Music system tested and volume set to allow clear instruction
•Space markers secured and not creating trip hazards

Risk Management

Key Risks

•Collisions during travelling and free movement sections
•Overexcitement during storm/rain activities leading to loss of control
•Space boundaries unclear leading to unsafe movement

Risk Mitigation

•Clear space boundaries established and reinforced
•Gradual energy building with control emphasised throughout
•Regular spatial awareness reminders during free movement
•Partner work supervised to ensure appropriate interaction

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during travelling sequences
•Monitor energy levels during high-activity storm sections
•Ensure appropriate feedback tone during partner assessment

Emergency Procedures

Stop signal established (raised hand), first aid kit accessible, clear pathway to exit maintained