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Lesson 4 - Creative Poetry Dance in Groups

Viking Narrative Dance

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Year 4

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Dance

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Big Question

How can we transform words from poetry into expressive group dance movements?

Learning Objectives

To work collaboratively in groups of four, demonstrating excellent cooperation skills
To translate poetic language into creative and imaginative dance movements
To incorporate canon and formation changes into group choreography

Key Outcomes

Students will create a 16 or 32 count group dance sequence using poetry as inspiration
Students will demonstrate effective communication and cooperation within their groups
Students will show understanding of dance concepts including canon and formation changes

Equipment & Resources Required

Music Player

1 set

Pre-load suggested music tracks: 'Northmen' soundtrack and 'Vikings Attack'

Alternative: Tablet or phone with portable speaker

Cards

1 per group (8 sets)

Have different verses ready for each group of 4

Alternative: Printed poems on cards, digital display

Cones

12-16

Mark boundaries and group working areas

Alternative: Spots, bean bags, chalk marks

Sun Markers

1 set

For displaying vocabulary and key teaching points

Alternative: Flip chart, digital display

Key Vocabulary

Canon

A choreographic device where dancers perform the same movement but start at different times

Formation

The arrangement or pattern of dancers in the performance space

Adjective

A word that describes a noun (person, place, or thing)

Adverb

A word that describes how, when, where, or why something is done

Choreography

The art of creating and arranging dance movements

Flow

Smooth transitions between dance movements without stops or pauses

Skill Progression Pathway

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

Prior Learning

Basic understanding of adjectives and adverbs
Experience working in pairs for dance
Knowledge of simple formations like circles and lines

Current Skills

Translating words into movement
Working collaboratively in groups of four
Understanding and applying canon in dance

Next Steps

Creating longer dance sequences (64+ counts)
Incorporating more complex choreographic devices
Leading and teaching dance to younger students

Milestone Indicators

Students consistently translate abstract words into movement

Groups work independently with minimal teacher intervention

Clear demonstration of canon timing and formation awareness

Key Teaching Points

Words from poetry can inspire infinite movement possibilities
Canon creates depth and visual interest in group choreography
Smooth transitions connect movements into flowing dance sequences
Cooperation involves listening, sharing ideas and supporting group members
Creative interpretation means there are many 'right' ways to express ideas
Formation changes add visual variety and can enhance meaning
Performance skills include projection, confidence and sharing artistic choices

Common Misconceptions

Students thinking there's only one 'correct' way to interpret a word - emphasise creative freedom
Believing canon means everyone doing different movements - clarify it's same movement, different timing
Assuming dance must be 'pretty' or 'graceful' - encourage all types of expressive movement
Thinking mistakes in performance are failures - reframe as part of creative development process
Believing they need to copy others' interpretations - celebrate individual creative choices

SEN Adaptations

ADHD

Include regular movement breaks, provide clear boundaries and expectations, offer leadership roles

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide movement templates and guides

autism spectrum

Provide clear structure and routine, offer quiet space breaks if needed, use visual schedules for lesson sequence

visual impairment

Use clear verbal descriptions of movements, pair with sighted buddy, provide tactile cues for formations

hearing impairment

Visual demonstrations of canon timing, use visual signals for music starts/stops, written poetry materials

physical disability

Adapt movements for seated or limited mobility, focus on upper body interpretations, modify formations

Cross-Curricular Links

English

Exploring poetry vocabulary, adjectives and adverbs, interpreting literary language through movement

Art

Visual composition through formations, creative interpretation and expression

Music

Understanding rhythm, timing and beat in canon work, responding to soundtrack atmospheres

PSHE

Cooperation, leadership, supporting others, building confidence and self-expression

Teacher Guidance

Positioning

Circulate between groups during independent work, position centrally for demonstrations

Observation Focus

Watch for creative interpretation, group cooperation, understanding of canon and formations

Intervention Points

Step in if groups struggling with concepts, safety concerns, or cooperation issues

Demonstration Notes

Use full-body, exaggerated movements for clarity, demonstrate with confident students when possible, show both correct technique and common improvements

Verbal Cues

•'Think about what that word makes you feel in your body'
•'Can you make your movements bigger so everyone can see?'
•'Listen and watch for your starting signal in the canon'
•'Flow from one movement smoothly into the next'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall with clear boundaries, sufficient space for 8 groups of 4 to work simultaneously

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Boundary markers placed securely and visible
•Poetry materials distributed safely without creating trip hazards

Risk Management

Key Risks

•Collisions during formation changes
•Falls during canon work if spacing inadequate
•Overexertion during energetic creative movement

Risk Mitigation

•Clear group boundaries established and maintained
•Adequate spacing enforced during all movement activities
•Progressive building from simple to complex movements
•Teacher circulation ensuring safe practices

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during independent work
•Monitor group dynamics for safe cooperation
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact school office if needed