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Lesson 1 - Snake Movement Communication

Snake Movement Storytelling

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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 the story of a snake through dance?

Learning Objectives

To watch professional dance work and describe how actions communicate the theme of a snake
To perform specific dance actions that effectively communicate snake characteristics
To create original dance movements that represent snake behaviour and movement patterns

Key Outcomes

Students will demonstrate understanding of how dance communicates themes through movement
Students will perform snake-inspired movements with appropriate focus and expression
Students will create and link movements to form a cohesive snake-themed dance sequence

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Bluetooth speaker, tablet with speakers

Pool Access

Queue video to appropriate starting point

Alternative: Downloaded video file, alternative snake dance videos

Cones

8-10

Mark sides of hall for attack/retreat commands

Alternative: Spots, bean bags for boundaries

Key Vocabulary

Focus

Where a dancer looks during a performance to communicate character and intention

Facial expression

Using face muscles to show character and emotion in dance

Hood

A sweeping arm motion that traces the shape around the head whilst moving side to side

Meander

A swooping movement where the head leads the action to both sides

Wrap

Crossing arms and legs to show coiling and uncoiling movements

Levels

High (standing), middle (crouched), and low (floor) positions in dance

Skill Progression Pathway

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

Prior Learning

Understanding of high, middle and low levels in dance
Basic knowledge of focus and facial expression in performance
Experience creating simple movement sequences

Current Skills

Analysing professional dance work for thematic content
Performing character-based movements with appropriate expression
Creating original movements inspired by animal characteristics

Next Steps

Developing more complex choreographic structures
Working collaboratively to create group compositions
Exploring narrative through extended dance sequences

Milestone Indicators

Clear connection between movement and snake characteristics

Sustained character portrayal throughout performance

Creative use of different body parts and levels

Key Teaching Points

Focus and facial expression are crucial for communicating snake character effectively
Each movement should clearly connect to real snake behaviour and characteristics
Use different body parts to lead movements rather than relying only on arms
Maintain snake-like quality throughout all activities, even during instruction time
Encourage creative interpretation while maintaining clear movement technique
Link movements smoothly to create flowing sequences rather than isolated actions
Performance confidence grows through practice and positive feedback from peers

Common Misconceptions

Dance is only about looking pretty - correct by emphasising communication and storytelling power
Only lying on belly can represent snakes - show multiple levels and creative interpretations
Faster movement is better movement - emphasise control and character over speed
Boys/girls can't do certain movements - ensure all movements are presented as suitable for everyone
Making mistakes is bad - frame as learning opportunities and creative exploration
Focus means looking at the teacher - explain focus as part of character development

SEN Adaptations

ADHD

Frequent movement breaks built in, clear boundaries and expectations, fidget tools available during discussion times

dyspraxia

Break movements into smaller steps, additional practice time, partner support for complex sequences

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, advance notice of performance expectations

visual impairment

Use verbal descriptions of movements, partner guidance system, tactile demonstrations of shapes and positions

hearing impairment

Visual demonstration emphasis, written instruction cards, vibration awareness for music

physical disability

Seated or supported versions of movements, focus on achievable body parts, adaptive equipment if needed

Cross-Curricular Links

English

Descriptive vocabulary development, story-telling through movement, discussion and reflection skills

Science

Animal movement and behaviour study, understanding predator-prey relationships

Art

Understanding how artists communicate themes and emotions through different mediums

PSHE

Confidence building, creative expression, giving and receiving feedback positively

Teacher Guidance

Positioning

Move around perimeter during practice, centre front for demonstrations

Observation Focus

Watch for creative interpretation, safe movement execution, and character development

Intervention Points

Step in if safety concerns arise, provide individual support for technique, encourage reluctant participants

Demonstration Notes

Use full body demonstrations with clear, exaggerated movements for visibility. Show both correct technique and common mistakes for clarity

Verbal Cues

•'Think snake-like thoughts!'
•'Let your head lead the movement!'
•'Show me your fierce snake focus!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clear of obstacles and furniture

Surface Check

Clean, dry, non-slip surface suitable for travelling movements and floor work

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Video screen/projector at safe height and position
•Boundary markers placed securely and visibly

Risk Management

Key Risks

•Collision during travelling movements
•Loss of balance during wrap movements
•Slips during dynamic directional changes
•Overexertion during energetic sequences

Risk Mitigation

•Clear movement pathways established and maintained
•Adequate personal space for arm movements
•Progressive skill building from simple to complex
•Regular breaks and breathing reminders

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Circulate during creative work to monitor technique
•Watch for signs of fatigue or overexertion

Emergency Procedures

Standard first aid procedures, immediate stop signal established, injury assessment and appropriate response