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Lesson 7 - Gesture & Movement Ideas

Cross-Curricular Narrative Dance

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Year 4

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Dance

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Big Question

How can we use our bodies to tell stories through dance instead of acting them out?

Learning Objectives

To use gesture effectively in dance performance
To use actions which represent an idea rather than literal acting
To create and extend movement phrases with a partner

Key Outcomes

Students will perform a structured dance phrase representing 'A Trip to the Beach'
Students will demonstrate understanding of gesture versus acting in dance
Students will create extended movement sequences with partners using appropriate dance vocabulary

Equipment & Resources Required

Tunnel Systems

Positioned for clear sound throughout dance space

Alternative: Portable speaker, tablet with speaker

Track

Queued and volume tested before lesson

Alternative: Similar tempo instrumental music

Science Videos

Available on large screen or tablet for reference

Alternative: Teacher demonstration only

Beats Audio

Ready to play for energetic warm-up section

Alternative: Upbeat instrumental music

Key Vocabulary

Gesture

A movement of individual body parts or combination of body parts that does not include supporting body weight

Representation

Using movement to suggest or symbolise an idea rather than acting it out literally

Set Phrase

A predetermined sequence of movements taught to all dancers

Extension

Adding new movements or ideas to expand an existing dance phrase

Dynamics

The energy and force qualities in movement - sharp, smooth, sudden, sustained

Levels

The height at which movements are performed - high, medium, low

Skill Progression Pathway

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

Prior Learning

Basic travelling movements and body awareness
Simple dance phrases and sequences
Working cooperatively with partners

Current Skills

Leading with different body parts in movement
Understanding gesture versus acting in dance
Creating representational movements for abstract ideas

Next Steps

Developing more complex gestural vocabulary
Creating longer dance narratives
Advanced partner and group choreography

Milestone Indicators

Consistent use of dance movement rather than acting

Clear gestural representation of ideas

Confident performance with partner coordination

Key Teaching Points

Dance represents ideas through movement rather than literal acting
Gestures are non-weight-bearing movements that express meaning
Effective partnerships require both students to contribute and support each other
Different levels (high, medium, low) add visual interest to dance phrases
Performance quality requires commitment and clarity of movement
Constructive feedback uses appropriate dance vocabulary
Creative extension should flow naturally from the established phrase

Common Misconceptions

Acting and dancing are the same when representing ideas - CORRECTION: Dance uses abstract movement to suggest ideas
Gestures must be realistic to be effective - CORRECTION: Gestures should be clear and expressive, not necessarily realistic
Only one partner should create ideas - CORRECTION: Both partners should contribute to collaborative work
Movements should be small and contained - CORRECTION: Dance movements should be appropriately sized for visibility and expression
Feedback should focus on what went wrong - CORRECTION: Constructive feedback highlights successes and suggests improvements

SEN Adaptations

ADHD

Shorter practice segments, movement breaks, clear physical boundaries for focus

dyspraxia

Simplified sequences initially, extra practice time, step-by-step breakdown of complex movements

autism spectrum

Clear structure and routine, visual supports for sequence learning, calm reflection opportunities

visual impairment

Partner guidance for spatial awareness, detailed verbal descriptions of movements, tactile demonstrations

hearing impairment

Visual rhythm cues, vibrotactile feedback for music, clear visual demonstrations

physical disability

Adapted gestures for different mobility levels, seated or supported versions of movements

Cross-Curricular Links

English

Vocabulary development with dance terminology, storytelling through movement, descriptive language for feedback

Art

Representation and abstraction concepts, creative interpretation, symbolic expression

Drama

Performance skills, audience awareness, character representation through movement

Geography

Coastal environments and beach locations, understanding different landscapes

Music

Rhythm and timing, musical interpretation, structure and phrasing

PSHE

Collaboration skills, constructive feedback, building confidence, respect for others' creativity

Teacher Guidance

Positioning

Move around perimeter during warm-up, front-centre during phrase teaching, circulate during pair work

Observation Focus

Watch for representational vs acting movement, gesture clarity, partnership dynamics, spatial awareness

Intervention Points

Step in when students revert to acting, support struggling partnerships, ensure safe execution of floor work

Demonstration Notes

Always show difference between acting and dance versions, exaggerate gestures for visibility, model positive partnership collaboration

Verbal Cues

•'Dance it, don't act it!'
•'Make your gesture bigger and clearer!'
•'Flow from one movement to the next!'
•'Use your whole body, not just arms!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m for class movement, additional space for pair work

Surface Check

Smooth, non-slip surface suitable for floor work, spinning, and running movements

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Cables secured to prevent tripping
•Volume at appropriate level to allow teacher instructions

Risk Management

Key Risks

•Collisions during running and spinning movements
•Falls during level changes and floor work
•Overexertion during extended phrase practice

Risk Mitigation

•Clear spatial boundaries established before movement
•Progressive building of spinning and level change skills
•Adequate spacing maintained during pair work
•Regular breathing and rest periods during intensive practice

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during spinning movements
•Monitor pair work for safe collaboration and space usage
•Watch for fatigue during extended phrase repetition

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school medical support if needed