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Lesson 4 - Movement & Formation Skills

Creative Space Storytelling

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Year 4

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Dance

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Big Question

How can poetry inspire us to create expressive group dances that tell stories through movement?

Learning Objectives

To work collaboratively in groups of four showing excellent cooperation 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 create a 16-32 count group dance section using poetry as stimulus
Students will demonstrate effective communication and cooperation in small groups
Students will show understanding of canon and formation through practical application

Equipment & Resources Required

Music Player

1 set

Position centrally for clear audio throughout space

Alternative: Portable bluetooth speaker, tablet with speakers

Poem Copies

1 per group (8 copies total)

Laminated copies for durability, large print for readability

Alternative: Projected poem, teacher reading aloud

Cones

12-16

Use to define group working areas and formation markers

Alternative: Spots, bean bags, rope markers

Sun Markers

1 set

For vocabulary explanations and key learning points

Alternative: Flip chart, projected display

Key Vocabulary

Canon

When dancers perform the same movement but start at different times, creating a ripple effect

Formation

The shape or pattern that dancers make when positioned in their performance space

Adjective

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

Adverb

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

Motif

A short movement phrase that can be repeated or developed throughout a dance

Choreography

The art of creating and arranging dance movements into sequences

Skill Progression Pathway

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

Prior Learning

Basic understanding of formation work from previous lessons
Experience working in pairs for dance creation
Knowledge of simple dance terminology

Current Skills

Collaborative choreography in groups of four
Creative interpretation of poetry through movement
Application of canon and formation changes

Next Steps

Refinement and performance of complete group dance
Integration of props or costume elements
Evaluation and improvement of choreographic work

Milestone Indicators

Students can work effectively in groups without teacher intervention

Movement choices clearly reflect poetic inspiration

Groups demonstrate understanding of canon timing

Key Teaching Points

Poetry can be a powerful source of creative movement inspiration when students connect emotionally with words
Canon timing requires clear counting and patient practice - start with simple movements before progressing
Formation work develops spatial awareness and cooperative planning skills essential for group choreography
Group cooperation is enhanced when all voices are heard and valued during the creative process
Progress over perfection - celebrate creative risk-taking and supportive teamwork throughout
Clear demonstration and modelling helps students understand the creative process from word to movement
Performance sharing builds confidence when positioned as celebration of progress rather than finished product

Common Misconceptions

Students may think there's only one 'correct' way to interpret a word through movement - emphasise personal creativity
Some believe group dances must be perfectly synchronised immediately - explain that coordination develops through practice
Students might think canon means everyone doing different movements - clarify it's same movement at different times
Some may assume formations must be complex to be effective - demonstrate power of simple, clear shapes
Belief that poetry interpretation must be literal rather than abstract or emotional - encourage imaginative connections

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, offer movement breaks between tasks

dyspraxia

Simplify movement patterns, provide additional practice time, offer visual and physical cues for coordination

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedules for lesson sequence

visual impairment

Use clear verbal descriptions of movements, partner support for formation work, tactile cues for timing and positioning

hearing impairment

Visual demonstration of all movements, written poem copies with key words highlighted, use of visual signals for timing

physical disability

Adapt movements for seated position, use upper body alternatives, modify formation participation as appropriate

Cross-Curricular Links

English

Poetry analysis, vocabulary development (adjectives/adverbs), creative interpretation of literary texts

Maths

Counting in 4s, 8s, 16s and 32s, spatial awareness and geometric formations, pattern and sequence

Art

Creative expression, composition and structure, interpreting themes and emotions through movement

Music

Rhythm and beat, responding to musical structure, listening and responding to different musical styles

PSHE

Cooperation and teamwork, communication skills, building confidence, supporting others

Teacher Guidance

Positioning

Circulate between groups during creative work, central position for demonstrations and whole-class instruction

Observation Focus

Group cooperation, creative interpretation of poetry, safe movement choices, inclusion of all students

Intervention Points

Step in if groups struggle with cooperation, provide creative prompts if inspiration lacking, support formation work if becoming unsafe

Demonstration Notes

Use students to demonstrate good examples, show movement quality clearly, break down complex skills into manageable steps

Verbal Cues

•'Show me what that word looks like with your whole body!'
•'How can you move smoothly from that position to the next?'
•'Listen to your group members' ideas before sharing your own'
•'Make your formation crystal clear - everyone should know their position'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space, suitable for group work and formation changes

Surface Check

Non-slip surface, clear of obstacles, adequate space between groups

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Poem copies laminated to prevent tearing
•No small equipment that could create trip hazards

Risk Management

Key Risks

•Collisions during formation changes
•Overexertion during enthusiastic movement
•Exclusion or conflicts within group work

Risk Mitigation

•Clear boundaries established for each group's working area
•Regular reminders about controlled, safe movement
•Teacher circulation monitoring group dynamics and inclusion
•Appropriate progression from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all four working groups
•Active circulation during group work phases
•Monitor formation changes for spatial awareness

Emergency Procedures

Stop activity immediately, assess any issues, provide appropriate support or first aid as needed