🎵

Lesson 6 - Finalizing Weather Performance

Weather Stories Through Creative Movement

•

Year 3

•

Dance

•

45 min

Big Question

How can we create a dance performance that truly captures the drama and beauty of changing weather?

Learning Objectives

To combine all weather dance movements into a polished final performance
To demonstrate stage presence, timing and rhythm when performing
To provide constructive feedback to improve dance performances

Key Outcomes

Students will perform a complete weather dance sequence with expression and creativity
Students will demonstrate unison movement with their partner
Students will assess and improve dance performances through peer feedback

Equipment & Resources Required

Tunnel Systems

Test volume and quality before lesson begins

Alternative: Bluetooth speaker, tablet with speakers

Music Tracks

3-4 tracks

Have calm/gentle and dramatic/stormy music ready to play

Alternative: Classical music with contrasting tempos, sound effects apps

Cones

8-12

Mark performance areas and audience seating spaces

Alternative: Masking tape, chalk lines

Score Sheets

8-10

One sheet per observing pair, with clear criteria listed

Alternative: Simple feedback forms, tablets for digital recording

Key Vocabulary

Performance

Presenting a dance sequence to an audience with confidence and expression

Stage Presence

The ability to command attention and engage an audience whilst performing

Unison

Moving at exactly the same time as your partner in perfect synchronisation

Expression

Using your face, body and movements to show emotions and feelings

Rhythm

Moving in time with the beat and pattern of the music

Sequence

A series of movements performed in a specific order

Feedback

Helpful comments that tell someone what they did well and how to improve

Skill Progression Pathway

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

Prior Learning

Basic weather movements learned in previous lessons
Understanding of contrasting movements for different weather types
Experience working with a partner in dance

Current Skills

Combining movements into a complete performance sequence
Performing with expression, timing and stage presence
Providing constructive peer assessment and feedback

Next Steps

Creating original dance sequences with different themes
Performing to larger audiences with confidence
Choreographing group dances with multiple weather elements

Milestone Indicators

Seamless flow between different weather movements

Sustained character and expression throughout performance

Constructive and specific feedback given to peers

Key Teaching Points

Performance quality is as important as movement accuracy
Unison movement requires constant partner awareness and communication
Constructive feedback must always include positive recognition
Expression and storytelling make dance engaging for audiences
Confidence builds through supportive practice and positive reinforcement
Weather contrasts should be clear and sustained throughout performance
Stage presence involves whole body confidence, not just movement execution

Common Misconceptions

That performing is just about remembering movements correctly
That feedback should focus on what's wrong rather than building on strengths
That unison means moving the same, rather than moving together
That dance is only about physical skill, not emotional expression
That performances should be perfect rather than confident and expressive
That weather movements need to be literal rather than interpretive

SEN Adaptations

ADHD

Break rehearsal into shorter segments, provide movement breaks between feedback sessions, use clear attention signals

dyspraxia

Simplify movement sequences, provide extra practice time, focus on expression over complex coordination

autism spectrum

Provide clear performance structure, offer quieter practice space if needed, use visual feedback cards

visual impairment

Use verbal cues for spacing, provide tactile feedback for timing, pair with sighted partner for guidance

hearing impairment

Use visual signals for timing, provide vibration cues for rhythm, demonstrate all instructions clearly

physical disability

Adapt movements to seated position, focus on upper body expression, use assistive mobility as part of performance

Cross-Curricular Links

English

Storytelling through movement, giving constructive feedback, using descriptive vocabulary about weather

Science

Weather systems and changes, cause and effect relationships in natural phenomena

Art

Creating visual representations of weather, exploring contrasts and transitions in creative work

Geography

Understanding weather patterns and changes, exploring how weather affects our environment

Music

Rhythm and timing, responding to musical phrases and tempo changes

PSHE

Building confidence, giving and receiving feedback positively, cooperation and teamwork skills

Teacher Guidance

Positioning

Move between groups during rehearsal, central position during whole-class activities

Observation Focus

Performance quality development, peer interaction quality, confidence building

Intervention Points

Step in if feedback becomes negative, if students struggle with confidence, if safety concerns arise

Demonstration Notes

Always demonstrate performance quality vs just movements, model excellent feedback conversations, show how confidence builds with practice

Verbal Cues

•'Remember your story!'
•'Breathe and enjoy performing!'
•'Watch your partner's timing!'
•'Be specific in your feedback!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, additional areas for audience seating

Surface Check

Clean, dry, non-slip floor surface free from obstacles

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Cones/markers have no sharp edges and are stable
•All electrical equipment checked and safely positioned

Risk Management

Key Risks

•Collisions between excited performers
•Slips during dynamic weather movements
•Emotional upset from peer feedback or performance nerves

Risk Mitigation

•Clear boundaries and adequate spacing for all pairs
•Controlled build-up of energy during rehearsal
•Structured, supportive feedback protocols
•Teacher monitoring of emotional responses

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performance areas
•Monitor peer feedback conversations
•Watch for students becoming overwhelmed by performance pressure

Emergency Procedures

Stop music immediately, clear space for assessment, provide appropriate support or first aid