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Lesson 1 - Egyptian Motif Development

Creative Dance in Ancient Egypt

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Year 4

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Dance

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1h 7min

Big Question

How can we use our knowledge of Ancient Egypt to create expressive dance movements that tell a story?

Learning Objectives

To contribute key vocabulary to an Egyptian-themed mind map and translate ideas into movement
To develop a 32-48 count Egyptian motif demonstrating agility, balance, coordination and precision
To show good timing, posture and extension when performing choreographed movements

Key Outcomes

Students will create themed movements based on Egyptian vocabulary and concepts
Students will perform a structured dance motif with clear beginning, middle and end
Students will demonstrate improved timing and coordination through group choreography

Equipment & Resources Required

Music Player

Position for clear audio throughout hall

Alternative: Tablet with speaker, laptop with external speakers

Whiteboards

Positioned where all students can see for mind mapping

Alternative: Large paper sheets, interactive whiteboard

Sun Markers

2-3

Ensure markers work and are visible from distance

Alternative: Chalk for blackboard, different coloured pens

Music Tracks

1 track

Cued and ready to play multiple times

Alternative: Any upbeat Egyptian-themed music

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Choreography

The art of creating and arranging dance movements

Dynamics

How movements are performed - fast, slow, strong, gentle

Extension

Stretching body parts to their full length to create clear shapes

Levels

High, medium and low positions in space

Precision

Performing movements with accuracy and control

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels and directions in movement
Ability to move safely in shared space
Experience with simple action words and movement interpretation
Basic knowledge of rhythm and timing in music

Current Skills

Creating themed movements based on vocabulary
Developing longer movement sequences (32-48 counts)
Working collaboratively to create group choreography
Understanding Egyptian culture through movement exploration

Next Steps

Creating longer, more complex dance narratives
Working in smaller groups to develop independent choreography
Incorporating props and costume elements into dance
Exploring other historical periods through movement

Milestone Indicators

Can maintain character and theme throughout extended sequences

Shows clear beginning, middle and end in movement phrases

Demonstrates improved coordination and timing over multiple lessons

Can work collaboratively to refine and improve group work

Key Teaching Points

Egyptian theme should inspire all movements - encourage students to think about character and culture
Timing and coordination develop through repetition - be patient and supportive during learning phases
Performance quality improves through feedback - teach students to give specific, helpful observations
Motif structure provides framework for creativity - balance freedom with clear sequence requirements
Collaborative choreography builds confidence - ensure all students contribute and feel valued
Story-telling through movement makes dance meaningful - connect all actions to Egyptian narrative
Safe transitions between positions prevent injury - always demonstrate controlled movements

Common Misconceptions

Students may think dance requires perfect technique - emphasise expression and creativity over perfection
Some may believe only certain students can be good at dance - ensure all students experience success
Students might rush through movements - teach that control and timing are more important than speed
Some may think louder or bigger is always better - help students understand that subtle movements can be powerful
Students may copy exactly rather than interpret - encourage personal interpretation within the theme
Some might think ancient cultures are boring - use engaging music and stories to bring history to life

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries and structure, leadership roles to channel energy positively, immediate feedback and praise

dyspraxia

Extra practice time for sequences, simplified movements initially, partner support for complex transitions, focus on effort over perfection

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed, predictable sequence of activities

visual impairment

Detailed verbal descriptions of all movements, tactile guidance for body positions, partner support for spatial orientation during group work

hearing impairment

Clear visual demonstrations, visual counting cues, vibrating speaker for music if available, written instructions on board

physical disability

Seated or supported versions of all movements, upper body focus alternatives, inclusive group formations allowing wheelchair access

Cross-Curricular Links

English

Vocabulary development, descriptive language, storytelling through movement and performance skills

Maths

Counting beats and sequences, timing and rhythm patterns, geometric shapes in pyramid formation

Art

Egyptian art styles, hieroglyphics, tomb paintings and sculpture as inspiration for movement

Geography

Location of Egypt, River Nile, desert landscapes and their influence on Egyptian culture

History

Ancient Egypt civilization, pharaohs, pyramids, daily life and cultural practices of ancient Egyptians

Teacher Guidance

Positioning

Move around the space to observe all students, return to central position for demonstrations and instructions

Observation Focus

Watch for creative interpretation, timing accuracy, spatial awareness and cooperative behaviour

Intervention Points

Step in if students struggle with sequence memory, need help with creative ideas, or require safety reminders

Demonstration Notes

Always demonstrate movements clearly and slowly, perform alongside students when possible, use Egyptian character and expression in all demonstrations

Verbal Cues

•'Slow and controlled like ancient statues'
•'Tell the story with your whole body'
•'Strong shapes that an Egyptian would recognise'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear floor space, suitable for floor work and standing movements

Surface Check

Clean, dry, non-slip surface free from obstacles and with adequate cushioning for floor work

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Whiteboard markers capped and stored safely
•No trailing wires from audio equipment

Risk Management

Key Risks

•Slips during transitions between floor and standing positions
•Collisions during free movement exploration
•Overexertion during extended floor work
•Falls during balance challenges in pyramid positions

Risk Mitigation

•Clear personal space boundaries established and maintained
•Gradual transitions between positions with control checks
•Alternative positions offered for students uncomfortable with floor work
•Continuous monitoring of student comfort and energy levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during all movement phases
•Move around space during exploration to monitor individual safety
•Check students' comfort levels during floor work sections
•Monitor for overheating or fatigue during longer sequences

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue safely with alternative activity