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Lesson 4 - Group Movement & Choreography

Creative Dance in Ancient Egypt

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Year 4

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Dance

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Big Question

How can we transform words from poetry into expressive movement sequences that tell a story through dance?

Learning Objectives

To work collaboratively in groups showing effective cooperation and communication skills
To translate poetic language into creative and imaginative dance movements
To demonstrate understanding of canon and formation changes in group choreography

Key Outcomes

Students will work effectively in groups of four, demonstrating good listening and idea-sharing skills
Students will create 3-4 movement phrases (16 counts) inspired by their poetry, showing creativity and imagination
Students will begin to incorporate canon and formation changes into their group choreography

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space, test volume levels

Alternative: Portable speaker, tablet with speaker

Score Sheets

1 per group (8 total)

Ensure all group members can see their poem clearly

Alternative: Poems written on flipchart paper, digital display

Cones

8-12

Use to mark performance areas and safe boundaries

Alternative: Tape on floor, chalk marks outdoors

Music Tracks

2-3 suitable tracks

Have tracks ready to play instantly, check all tracks work

Alternative: Walk Like an Egyptian (Bangles), Egyptian Reggae (Rock and Roll with the Modern Lovers), alternative instrumental tracks

Key Vocabulary

Canon

A choreographic technique where the same movement is performed by different dancers at different times, creating an echo effect

Formation

The arrangement or pattern that dancers create on the performance space

Motif

A simple movement or gesture that can be developed and repeated throughout a dance

Adjective

A describing word that tells us more about a noun (person, place, or thing)

Adverb

A word that describes how, when, where, or why an action is performed

Choreography

The art of creating and arranging dance movements and patterns

Skill Progression Pathway

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

Prior Learning

Students can work in pairs to create simple movement sequences
Students understand basic dance vocabulary and can respond to rhythm
Students have experience creating individual movement motifs

Current Skills

Working collaboratively in groups of four
Translating poetic language into movement
Understanding and applying canon and formation changes

Next Steps

Completing full 32-count group choreography
Performing polished group pieces with confidence
Evaluating and refining choreographic work

Milestone Indicators

Groups can create 3-4 connected movement phrases

Students demonstrate clear understanding of canon timing

Formation changes are executed smoothly and purposefully

Key Teaching Points

Emphasise that creativity has no 'wrong' answers - all movement interpretations are valid
Model and encourage inclusive group behaviour throughout all activities
Connect movement quality directly to the descriptive words chosen from poems
Use clear counting and timing to support canon technique development
Celebrate collaborative problem-solving during formation changes
Balance individual creativity with group cooperation requirements
Maintain focus on poetry as movement inspiration throughout the lesson

Common Misconceptions

That there is only one 'correct' way to interpret a word through movement - emphasise multiple valid interpretations
That canon means everyone doing the same thing at the same time - clarify the offset timing that creates the echo effect
That formations must be perfect geometric shapes - encourage organic, creative arrangements
That longer or more complex movements are automatically better - emphasise clarity and connection to words
That group work means everyone must contribute equally in the same way - celebrate different types of contributions

SEN Adaptations

ADHD

Include frequent movement breaks, provide clear, short instructions, use energetic music to channel energy positively

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide physical support or demonstration, simplify coordination requirements

autism spectrum

Provide clear structure and routine, allow preparation time for group work, offer quiet space if needed, use visual schedules

visual impairment

Use tactile cues for formation work, provide verbal descriptions of movements, pair with sighted buddy for spatial guidance

hearing impairment

Use visual cues and demonstrations for timing, provide written instructions for activities, use gesture signals for canon work

physical disability

Adapt movements for seated or supported positions, modify formation requirements, focus on upper body or achievable movement ranges

Cross-Curricular Links

English

Poetry comprehension, vocabulary development, creative interpretation of text, collaborative discussion skills

Maths

Counting and timing, geometric shapes in formations, patterns and sequences, spatial relationships

Art

Creative expression, pattern and rhythm, composition and arrangement, colour and texture through movement quality

Music

Rhythm and beat, tempo and dynamics, call and response patterns, ensemble performance

PSHE

Teamwork and cooperation, communication skills, confidence building, respecting others' ideas and contributions

Teacher Guidance

Positioning

Move actively between groups during creative work, position at corner during performances for optimal viewing

Observation Focus

Monitor for genuine collaboration, creative interpretation of words, safe movement execution, and inclusive group dynamics

Intervention Points

Step in if groups are struggling with cooperation, if movements become unsafe, or if students are being excluded

Demonstration Notes

Use volunteers to demonstrate canon and formation concepts, show clear word-to-movement connections, model inclusive group behaviour throughout

Verbal Cues

•'Show me the word with your whole body!'
•'Help each other learn the movements'
•'What position does your movement end in?'
•'Make it clear so others can see your idea!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 10m x 15m clear space for 30 students

Surface Check

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

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Cones or markers with no sharp edges
•Poems secured so they don't create trip hazards

Risk Management

Key Risks

•Collisions during formation changes
•Slips during dynamic movement
•Overexertion during creative work
•Exclusion during group formation activities

Risk Mitigation

•Clear boundaries established for each group's working space
•Emphasis on controlled, planned movements rather than rushed activity
•Regular monitoring of group dynamics to ensure inclusion
•Progressive skill building from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously during creative work
•Move between groups during development phases to monitor safety and inclusion
•Maintain clear sightlines during performance sharing

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students remain safe and calm