Creative Space Storytelling
•Year 4
•Dance
•Place one card in each corner of the room before lesson begins
Alternative: Large sheets of paper with dance vocabulary words
Have enough variety for each pair to have a unique picture, or use digital display
Alternative: Interactive whiteboard display, printed photographs, magazine pictures
Test volume levels before lesson, ensure clear sound throughout space
Alternative: Portable speaker, classroom audio system
Pre-load suggested tracks: 'Star Girl' by McFly, 'Sputnik' by Public Service Broadcasting
Alternative: Spotify playlist, CD, downloaded tracks
When partners perform the same movements as if looking in a mirror, with one person leading and the other following exactly
The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)
Pictures or images used to inspire and guide the creation of dance movements
A dance phrase that lasts for 16 beats of music, often broken into four 4-count sections
The art of designing and arranging dance movements into a sequence or performance
Understanding where pupils are coming from and where they're going
Vocabulary development with dance terminology, descriptive language for movement and feedback, communication skills through partner work
Counting in 4s and 16s for sequence structure, symmetry and reflection through mirror image work, pattern recognition in choreographic structure
Visual literacy and interpretation of images, understanding artistic elements like colour and composition, creative response to stimulus
Cooperation and teamwork skills, giving and receiving constructive feedback, building confidence through performance, respecting others' creative choices
Position where all pairs can be seen clearly, move frequently to observe individual progress and provide support
Watch for accurate mirror image technique, creative interpretation of visual stimulus, safe execution of level changes, effective partner communication
Step in if mirror image concept unclear, support struggling pairs with additional demonstration, ensure all students actively engaged in creative process
Use confident pairs for demonstrations, exaggerate movements for clarity, always demonstrate with a partner to show collaboration, use positive reinforcement throughout
Large indoor space minimum 10m x 15m, clear of obstacles, non-slip surface suitable for dance movement
Clean, dry floor checked for hazards, adequate ceiling height for jumping and reaching movements
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed, ensure other students remain safe and calm
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