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Lesson 1 - Weather Dance Response

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 different weather conditions through dance?

Learning Objectives

To respond to different weather stimuli through creative movement
To develop expression and creativity in dance performance
To demonstrate good timing and musicality when moving to music

Key Outcomes

Students will create movements that clearly represent different weather conditions
Students will perform with expression and creativity, showing the drama of weather
Students will combine three movements together to represent a storm sequence

Equipment & Resources Required

Drum

Keep within easy reach of teacher for rhythm control

Alternative: Tambourine, wooden spoon and saucepan, clapping hands

Themed Music

Playlist

Test volume and accessibility before lesson

Alternative: Nature sounds app, YouTube weather sounds, classical music with varying tempos

Music Player

1 system

Position for even sound distribution across space

Alternative: Bluetooth speaker, tablet with good volume

Key Vocabulary

Expression

Showing feeling and emotion through your face and body movements

Creativity

Using your imagination to create new and original movements

Musicality

Moving in time with the music and responding to changes in tempo

Stimulus

Something that gives you an idea for movement - like weather, animals, or stories

Sequence

A series of movements performed one after another in a particular order

Choreograph

To plan and create a dance by choosing and arranging movements

Skill Progression Pathway

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

Prior Learning

Basic locomotive movements (walking, running, jumping)
Understanding of personal space and general space
Experience following simple rhythms and beats

Current Skills

Responding to weather stimuli through movement
Creating expressive dance movements
Combining movements into short sequences

Next Steps

Developing longer dance sequences with clear structure
Working collaboratively to create group weather dances
Adding levels and directions to weather movements

Milestone Indicators

Movements clearly represent the intended weather condition

Expression and emotion are visible in performance

Timing matches the music and intended weather intensity

Key Teaching Points

Always connect movements to weather imagery and feeling
Encourage personal interpretation over copying others
Use the drum as an effective tool for tempo and energy control
Create supportive performance environment where all efforts are celebrated
Link expression to weather emotions (dramatic storms, peaceful calm)
Build sequences gradually from individual movements
Maintain clear contrast between different weather movement qualities

Common Misconceptions

Misconception: 'Dance is only for girls' - Address: 'All great performers, including athletes, use movement and expression'
Misconception: 'There's only one right way to show weather' - Address: 'Everyone's creativity is different and valuable'
Misconception: 'I can't dance because I'm not good at it' - Address: 'Dance is about expressing yourself, not being perfect'
Misconception: 'Wind and rain movements should look the same for everyone' - Address: 'The best dancers show their own unique interpretation'
Misconception: 'Expression means just making faces' - Address: 'Expression comes from your whole body and how you feel the movement'

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear signals for attention

dyspraxia

Simplify movement patterns, provide extra practice time, focus on effort rather than precision

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedule for lesson sections

visual impairment

Provide verbal descriptions of weather demonstrations, use tactile cues for rhythm, ensure clear audio cues for movement changes

hearing impairment

Use visual cues for rhythm (hand signals, light flashes), provide written instructions, use visual weather pictures for inspiration

physical disability

Adapt movements for seated performance, focus on upper body weather movements, provide alternative movement options

Cross-Curricular Links

English

Descriptive vocabulary for weather, poetry about seasons, storytelling through movement

Science

Weather systems, seasonal changes, water cycle, understanding weather patterns and their effects

Art

Weather in art, expressing emotions through creative media, observing weather effects in nature

Geography

Weather around the world, climate differences, seasonal patterns in different locations

Music

Responding to tempo and rhythm, musical interpretation, understanding dynamics and mood in music

Teacher Guidance

Positioning

Stand where all students can see and hear clearly, move around space to monitor and support individual students

Observation Focus

Watch for creative interpretation, musical timing, safety in movement, expression and confidence levels

Intervention Points

Step in if movements become unsafe, support students who seem stuck for ideas, ensure all students are included

Demonstration Notes

Always demonstrate with full commitment and expression, show variety in weather interpretations, model safe movement practices

Verbal Cues

•'Show me with your whole body!'
•'Listen to the music and let it inspire you!'
•'I can see the weather in your movement!'
•'What would that weather feel like on your skin?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space, preferably hall or large classroom with moveable furniture

Surface Check

Non-slip, level surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check drum/music equipment has no sharp edges
•Ensure cables are secure and not trip hazards
•Volume at appropriate level to prevent hearing damage

Risk Management

Key Risks

•Collisions during movement
•Slips during quick movements
•Over-exertion during energetic sequences
•Emotional overwhelm during performance

Risk Mitigation

•Clear boundaries and spacing established at start
•Progressive build-up from gentle to more energetic movements
•Regular reminders about safe movement through space
•Supportive performance environment to reduce anxiety

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students
•Monitor spacing during faster movements
•Watch for signs of fatigue or distress
•Ensure inclusion of all students in activities

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, have emergency contacts readily available