Lesson 4 - Snake Movement and Dynamic Devices
Snake Movement Storytelling
•Year 4
•Dance
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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
Display prominently where all students can see during discussion
Alternative: Handwritten list on whiteboard
Test volume levels before lesson, ensure all students can hear clearly
Alternative: Tablet/phone with portable speaker
Pre-loaded and ready to play if using technology
Alternative: Teacher live demonstration
Mark group work areas and performance space boundaries
Alternative: Masking tape, natural boundaries
Key Vocabulary
Tools used to change and develop movement, such as size, speed, and level
The art of creating and arranging dance movements in a sequence
An imaginary line that divides the body horizontally, movements that go across the body
Where the dancer directs their gaze and attention during movement
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
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