🎵

Lesson 5 - Superpowers Movement and Expression

Cross-Curricular Narrative Dance

•

Year 4

•

Dance

•

1h 13min

Big Question

How can we use our bodies to represent the extraordinary powers of superheroes through dance?

Learning Objectives

To remember and repeat dance actions with increasing accuracy and fluency
To create imaginative dance ideas in response to superhero stimulus
To perform dance phrases with control, expression and clear technique

Key Outcomes

Students will perform superhero-inspired dance movements with control and expression
Students will create and remember an 8-count extending phrase using different body parts
Students will demonstrate the ability to work cooperatively in pairs to create unison and canon choreography

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout teaching space

Alternative: Portable speaker with device connection

Superpowers Music Track

Digital files

Cue tracks ready for warm-up and main activities

Alternative: Upbeat instrumental music with clear beats

Sun Markers

1 set

Accessible for recording superpower ideas

Alternative: Flipchart paper, interactive whiteboard

Markers Cones

8-12

Mark performance area boundaries if needed

Alternative: Spots, bean bags for spacing

Key Vocabulary

Extending

Stretching body parts away from the centre to create long, reaching movements

Unison

When dancers perform the same movements at exactly the same time

Canon

When dancers perform the same sequence but starting at different times

Phrase

A short sequence of connected dance movements with clear beginning and end

Stimulus

The inspiration or starting point for creating dance movements

Dynamics

The energy and force used in dance movements (strong, gentle, sudden, sustained)

Skill Progression Pathway

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

Prior Learning

Basic travelling actions (running, walking, skipping)
Understanding of freeze and hold positions
Experience with counting in dance (4s and 8s)

Current Skills

Extending movements using different body parts
Creating and remembering choreographed sequences
Working cooperatively with partners in unison and canon

Next Steps

Developing more complex partnering skills
Creating longer dance sequences with clear structure
Using dynamics and expression to enhance performance quality

Milestone Indicators

Maintains extension for full 2-count duration

Demonstrates clear differentiation between extending directions

Shows understanding of unison vs canon through accurate performance

Key Teaching Points

Extending movements should reach away from body centre with control and expression
Quality of movement is more important than complexity - emphasise full commitment
Unison requires precise timing and spatial awareness between partners
Canon creates overlapping movement patterns with clear delay timing
Superhero character should be maintained throughout all movement sections
Feedback should use specific dance vocabulary to develop understanding
Performance requires strong opening, consistent character, and definitive ending

Common Misconceptions

Extending means pushing forcefully rather than reaching with control
Canon and unison are the same thing - clarify the timing difference
Superhero movements must be aggressive - emphasise controlled power
Choreography is only about individual movements - stress transitions and flow
Performance is about showing off - focus on sharing character and story

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries and expectations, varied activities to maintain engagement

dyspraxia

Simplified movement patterns, extra practice time, step-by-step breakdown of complex sequences, supportive partnering

autism spectrum

Clear structure and routine, visual sequence cards, quiet space available for breaks, predictable lesson format

visual impairment

Clear verbal descriptions of movements, tactile guidance for extensions, audio cues for timing and positioning

hearing impairment

Visual demonstrations, hand signals for counts, vibrating speaker for rhythm if available

physical disability

Seated versions of extending movements, adapted choreography using available range of motion, supportive equipment if needed

Cross-Curricular Links

English

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

Science

Understanding body systems, forces and motion in extending movements, balance and stability concepts

Art

Creative expression through movement, character interpretation, aesthetic appreciation of performance

Mathematics

Counting in 2s, 4s, and 8s for dance phrases, spatial concepts of direction and level, timing and rhythm patterns

PSHE

Teamwork and cooperation, building confidence through performance, giving and receiving constructive feedback

Teacher Guidance

Positioning

Central location during demonstrations, circulating during individual/partner work for support

Observation Focus

Watch for spatial awareness, quality of extension, partner cooperation, and performance commitment

Intervention Points

Step in if safety concerns arise, students struggling with concepts, or partnership issues developing

Demonstration Notes

Always demonstrate with full commitment and energy to model expected performance quality

Verbal Cues

•'Stretch like elastic reaching far away!'
•'Show your superhero strength!'
•'Count together to stay in time!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 10m x 15m for full class movement

Surface Check

Clean, dry, non-slip surface suitable for dance movement in bare feet or dance shoes

Equipment Safety

Safety Checks

•Audio equipment positioned away from movement area
•Cables secured to prevent tripping
•Volume at appropriate level for clear instruction

Risk Management

Key Risks

•Collisions during travelling and spinning movements
•Loss of balance during kicks and extensions
•Overexertion during vigourous superhero movements

Risk Mitigation

•Clear personal space boundaries established
•Progressive warm-up before vigourous activity
•Emphasis on controlled rather than wild movements
•Regular checking of students' energy levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Move around during partner work to monitor interactions
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop signal clearly established, first aid kit accessible, clear evacuation route identified