🎵

Lesson 1 - World Dance Motif Development

Cultural Dance Motifs

•

Year 4

•

Dance

•

Big Question

How can we explore different cultures through movement and create our own dance motif inspired by world dance styles?

Learning Objectives

To share knowledge about different world dance styles and cultural connections
To creatively translate theme-related words into movement vocabulary
To demonstrate good timing, posture, and extension whilst performing

Key Outcomes

Students will develop a 32-48 count 'Dance around the World' motif using collaborative choreography
Students will demonstrate improved agility, balance, coordination and precision
Students will show understanding of different cultural dance styles through movement

Equipment & Resources Required

Music Player

Positioned for clear sound throughout hall

Alternative: Tablet with portable speaker, smartphone with amplification

Cards

4 sets

One card in each corner: Indian dance, African dance, Street dance, Ballet/contemporary

Alternative: Laminated A4 sheets, digital display images

Whiteboards

Positioned at front of hall for whole-class visibility

Alternative: Interactive whiteboard, large paper sheets

Markers

3-4

Different colours for mind mapping categories

Alternative: Whiteboard pens, felt tips

Music Tracks

Playlist

'Rocking All Over the World' by Status Quo, 'Around the World' by Daft Punk

Alternative: YouTube playlist, CD collection

Key Vocabulary

Motif

A short movement phrase that can be repeated and developed

Dynamics

How energy is used in movement - strong, gentle, sudden, sustained

Extension

Stretching body parts away from the centre to create long, clear lines

Isolation

Moving one body part whilst keeping the rest of the body still

Choreography

The art of creating and arranging dance movements into sequences

Levels

The height of movements - high (standing/jumping), medium (bent knees), low (floor)

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, skipping)
Simple rhythm and timing awareness
Experience of moving to music
Basic understanding of personal and general space

Current Skills

Developing cultural awareness through dance
Creating and refining dance motifs
Demonstrating agility, balance, coordination and precision
Collaborative choreography skills

Next Steps

Extended dance sequences with multiple sections
Partner and group choreography
Performance with costume and staging
Critical evaluation of dance performances

Milestone Indicators

Student can perform 32-48 count sequence from memory

Movement shows clear cultural dance style characteristics

Demonstrates improved coordination and timing

Can give constructive feedback to peers

Key Teaching Points

Always model cultural sensitivity and respect when exploring different dance styles
Break down complex movements into manageable chunks with clear counting
Use imagery and metaphors to help students understand movement quality
Maintain high energy and enthusiasm throughout to keep students engaged
Provide specific, positive feedback using dance terminology
Create inclusive environment where all students feel confident to participate
Connect movements to cultural context throughout the lesson

Common Misconceptions

All cultural dances can be simplified or stereotyped - address with authentic, respectful representations
Dance is only for certain types of people - emphasise that everyone can dance and express themselves
Technique doesn't matter in creative dance - balance creativity with skill development
Louder music means better dancing - teach that control and precision are more important
Copying exactly is better than personal interpretation - encourage individual style within cultural respect

SEN Adaptations

ADHD

Movement breaks between seated sections, clear visual boundaries, specific roles and responsibilities, shorter activity chunks

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined, focus on effort over accuracy

autism spectrum

Clear visual schedule of lesson sections, quiet corner available if overwhelmed, predictable routine structure, warning before transitions

visual impairment

Use bright, contrasting corner cards, provide verbal descriptions of all movements, buddy system for spatial navigation, tactile cues for timing

hearing impairment

Visual demonstrations of all movements, hand signals for instructions, vibration cues for rhythm, written sequence cards

physical disability

Seated or adapted versions of all movements, focus on upper body or achievable ranges, modified equipment if needed

Cross-Curricular Links

English

Vocabulary development, discussion and oral presentation skills, creative expression through movement

Art

Exploring cultural art forms and visual representations, understanding colour and pattern in cultural contexts

Geography

Exploring world countries and their locations, understanding cultural diversity globally, mapping dance origins

History

Learning about cultural traditions and their historical development, understanding heritage and identity

Music

Understanding rhythm, tempo and musical styles from different cultures, coordination with musical beats

PSHE

Developing respect for diversity, building confidence and self-expression, cooperation and teamwork skills

Teacher Guidance

Positioning

Position at front during demonstrations, move among students during exploration, corner position during performances for optimal viewing

Observation Focus

Watch for cultural sensitivity, movement quality, coordination improvements, and inclusive participation

Intervention Points

Step in if cultural representations become inappropriate, support struggling students, manage energy levels

Demonstration Notes

Always demonstrate with cultural sensitivity, exaggerate key technique points for visibility, maintain high energy and enthusiasm throughout

Verbal Cues

•'Show me your cultural respect through movement'
•'Make your movements sharp and precise'
•'Feel the rhythm in your whole body'
•'Extend those lines beautifully'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 12m x 8m clear of obstacles, suitable for 30 students moving simultaneously

Surface Check

Clean, dry, non-slip floor suitable for dance movements and safe landings

Equipment Safety

Safety Checks

•Corner cards securely positioned to avoid trip hazards
•Music equipment safely positioned away from movement area
•No trailing cables across dance space

Risk Management

Key Risks

•Collisions during energetic sections
•Slips during dynamic movements
•Cultural insensitivity causing emotional harm
•Overexertion during extended dance sequences

Risk Mitigation

•Clear boundaries and personal space expectations established
•Gradual warm-up and cool-down procedures
•Cultural sensitivity briefing and respectful approach modelled
•Regular hydration breaks and fatigue monitoring

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Move among students during exploration to provide individual support
•Monitor energy levels and provide rest as needed

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or seek additional support, inform relevant staff