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Lesson 4 - Snake Movement and Dynamic Devices

Snake Movement Storytelling

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Year 4

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Dance

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45 min

Big Question

How can we use devices to transform simple movements into powerful dance that tells the story of a snake?

Learning Objectives

To copy and perform actions that communicate how a snake moves using simple movement devices
To manipulate and develop given actions using dynamic devices (size, speed, level)
To create and develop original choreography using devices to enhance snake character portrayal

Key Outcomes

Students will perform snake-inspired movements with clear use of size, speed and level variations
Students will apply movement devices effectively to enhance their choreography
Students will demonstrate improved focus and facial expression in character portrayal

Equipment & Resources Required

Era Posters

Display prominently where all students can see during discussion

Alternative: Handwritten list on whiteboard

Tunnel Systems

Test volume levels before lesson, ensure all students can hear clearly

Alternative: Tablet/phone with portable speaker

Cards

Pre-loaded and ready to play if using technology

Alternative: Teacher live demonstration

Markers Cones

8-12

Mark group work areas and performance space boundaries

Alternative: Masking tape, natural boundaries

Key Vocabulary

Devices

Tools used to change and develop movement, such as size, speed, and level

Choreography

The art of creating and arranging dance movements in a sequence

Transverse plane

An imaginary line that divides the body horizontally, movements that go across the body

Focus

Where the dancer directs their gaze and attention during movement

Dynamic

The energy and force qualities in movement

Skill Progression Pathway

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

Prior Learning

Basic locomotive movements (walking, running, jumping)
Understanding of personal and general space
Experience working in small groups
Introduction to simple dance actions

Current Skills

Snake-inspired movement vocabulary
Application of dynamic devices (size, speed, level)
Group choreography development
Character portrayal through movement quality

Next Steps

Advanced device combinations
Complex formation changes
Narrative choreography development
Performance skills refinement

Milestone Indicators

Clear differentiation between normal and modified movements

Consistent application of chosen devices

Visible character transformation through movement

Effective group collaboration and timing

Key Teaching Points

Devices are tools to make movement more interesting and character work more effective
Size, speed and level are the three key devices explored in this lesson
Character portrayal through focus and facial expression is as important as movement technique
Group collaboration requires listening, trying ideas, and supporting all members
Snake movements should be smooth, controlled, and show predatory alertness
Device choices should enhance the story being told through movement
Performance is about commitment to character as well as technical accuracy

Common Misconceptions

Devices are just ways to make movement harder rather than more expressive
Character work means exaggerated or silly facial expressions
Only one device can be used at a time in choreography
The same device choice works equally well for all movements
Performance is only about getting the movements right, not the character
Group work means everyone doing exactly the same thing at the same time
Snake movements should be fast and aggressive rather than controlled and flowing

SEN Adaptations

ADHD

Regular movement breaks built in, clear short-term goals, physical manipulation of devices concept, immediate positive feedback, structured group roles

dyspraxia

Slower demonstration pace, additional practice time, simplified coordination patterns, peer modelling and support, focus on individual progress rather than comparison

autism spectrum

Clear structure and routine, visual schedule of lesson activities, defined personal space boundaries, quiet zone available if needed, consistent group membership

visual impairment

Clear verbal descriptions of all movements, partner support for spatial orientation, tactile cues for device application, audio cues for timing and coordination

hearing impairment

Visual demonstrations emphasised, written instructions provided, clear hand signals for direction changes, visual cues for group coordination

physical disability

Seated versions of all movements available, upper body focus for device application, adaptive equipment if needed, peer support for mobility

Cross-Curricular Links

English

Vocabulary development with movement devices terminology, descriptive language for character work, speaking and listening through group discussion and feedback

Maths

Spatial awareness and geometry through turning fractions, pattern recognition in choreographic sequences, problem-solving in device application

Art

Visual interpretation of movement quality, understanding of line and flow in movement patterns, creative expression through physical medium

Music

Rhythm and timing in movement application, listening skills for instruction following, tempo changes relating to speed devices

Teacher Guidance

Positioning

Central during demonstrations and instruction, peripheral during practice to observe all students, close to groups needing support

Observation Focus

Device application accuracy, character development, group collaboration effectiveness, safety awareness throughout

Intervention Points

When device application becomes unsafe, when groups struggle with choices, when character work lacks focus, when collaboration breaks down

Demonstration Notes

Always demonstrate with snake character and appropriate focus, show device effects clearly and slowly, use students as positive examples when appropriate, contrast effective with less effective examples

Verbal Cues

•'Show me your snake focus!'
•'Make that device really clear!'
•'Help your group members succeed!'
•'Think like a snake - what would work best?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor hall minimum 10m x 15m, clear of obstacles, non-slip surface preferred

Surface Check

Smooth, even surface free from hazards, adequate grip for turning and dynamic movement

Equipment Safety

Safety Checks

•Ensure devices poster is securely fastened and won't fall
•Check music equipment is stable and wires don't create trip hazards
•Verify any video equipment is safely positioned

Risk Management

Key Risks

•Collisions during turning activities and group work
•Loss of balance during level changes and device application
•Overexertion during dynamic movements
•Distraction during partner/group work leading to spatial awareness issues

Risk Mitigation

•Establish clear boundaries and personal space expectations
•Demonstrate safe execution of all movements before student practice
•Provide rest breaks and monitor for fatigue
•Maintain scattered formation during individual work
•Use clear signals for start/stop during activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during warm-up turning activities
•Circulate actively during group work to monitor safety and provide support
•Maintain sight of all students during performance sections
•Be ready to intervene if unsafe movements develop

Emergency Procedures

Immediate stop signal established, clear access to exits maintained, first aid kit accessible, school emergency procedures followed