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Lesson 1 - Greek Gods Movement and Character

Ancient Greece Through Movement: Gods, Warriors and Olympic Ceremony

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Year 5

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Dance

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Big Question

How can we use our bodies to bring the powerful Greek gods to life through dance?

Learning Objectives

To create and perform character-based movements inspired by Greek gods
To use expressive vocabulary to enhance movement quality and dynamics
To interpret and respond to music using compositional principles

Key Outcomes

Students will perform in character as Greek gods with expression and creativity
Students will create motifs that represent their chosen Greek god
Students will demonstrate changes of level, speed and dynamics in their movements

Equipment & Resources Required

Tunnel Systems

Test volume and ensure all students can hear clearly

Alternative: Portable bluetooth speaker

Space Images

4 sets

Display around hall perimeter for reference

Alternative: Tablet/laptop with digital images

Music Tracks

Digital playlist

Pre-loaded and tested for smooth transitions

Alternative: Classical music app with Greek themes

Cones

8-12

Mark safe boundaries and create zones if needed

Alternative: Spots or bean bags

Key Vocabulary

Motif

A short sequence of 3-4 movements that can be repeated to create a dance phrase

Dynamics

The energy and force used in movements - can be sharp, smooth, strong or light

Levels

The height at which movements are performed - high, medium or low

Character

The personality and qualities of a Greek god shown through movement and expression

Tempo

The speed of the music or movement - fast, medium or slow

Expression

Using face, body and movement to show emotion and character

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control from Key Stage 1
Understanding of high, medium and low levels
Simple copying and mirroring movements

Current Skills

Character interpretation through movement
Creating and memorising movement sequences (motifs)
Responding to musical tempo and dynamics

Next Steps

Complex choreographic principles
Partner and group composition work
Advanced evaluation and improvement techniques

Milestone Indicators

Sustained character portrayal throughout activities

Smooth transitions between different movement qualities

Confident performance in front of others

Key Teaching Points

Maintain character consistency throughout all activities - gods have distinct personalities
Use exaggerated, big movements that can be seen clearly by audience
Include level changes and speed variations to add interest and challenge
Focus on quality of movement over quantity - better to have fewer, clear movements
Encourage positive, constructive feedback using specific dance vocabulary
Create safe, supportive environment for performance and risk-taking
Connect all movements back to god characteristics and storytelling

Common Misconceptions

Thinking all gods move the same way - emphasise distinct characteristics
Believing bigger always means better - quality and control are more important than size
Assuming dance is only for certain students - all can express character through movement
Thinking motifs must be complex - simple, clear sequences are more effective
Believing feedback must be critical - positive observations are most helpful

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget tools during reflection time, use high-energy god movements for engagement

dyspraxia

Simplify motif sequences to 2-3 movements, provide extra demonstration and practice time, focus on expression over technical precision

autism spectrum

Provide clear visual schedule of lesson structure, allow processing time between activities, offer quiet practice space if needed

visual impairment

Use verbal descriptions of god images, provide tactile exploration of different movement qualities, pair with sighted buddy for spatial guidance

hearing impairment

Use visual demonstrations extensively, provide written command cards, use hand signals for freeze commands

physical disability

Adapt movements to wheelchair or seated versions, focus on upper body expression, use props to extend reach if helpful

Cross-Curricular Links

English

Developing descriptive vocabulary, storytelling through movement, performance skills

Art

Visual interpretation of Greek god imagery, understanding artistic expression through movement

History

Learning about Ancient Greek culture, gods and mythology - connects to Year 5 history curriculum

Music

Responding to different musical tempos and styles, understanding rhythm and dynamics

PSHE

Building confidence, giving constructive feedback, working collaboratively with peers

Teacher Guidance

Positioning

Stand at different corners of hall for maximum visibility, move frequently during activities

Observation Focus

Watch for character consistency, safe movement, and positive peer interactions

Intervention Points

Step in if students struggling with movement ideas, unsafe behaviour, or negative interactions

Demonstration Notes

Always demonstrate with full commitment and expression to model expectations. Exaggerate movements for visibility.

Verbal Cues

•'Show me your god's personality in every movement!'
•'Make it bigger and more exaggerated!'
•'Find your balance before you freeze!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, ideally school hall or large classroom

Surface Check

Non-slip surface essential, check for wet areas or obstacles

Equipment Safety

Safety Checks

•Check music system volume is appropriate and not too loud
•Ensure images/posters are securely fastened and won't fall
•Remove any tripping hazards from movement space

Risk Management

Key Risks

•Collisions during free movement sections
•Falls during level changes and freeze positions
•Over-exertion during energetic god movements

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing between students monitored constantly
•Progressive warming up before vigourous movements
•Controlled practice of level changes before free exploration

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during movement
•Move around space during partner work to monitor interactions
•Stay alert during freeze commands for unstable positions

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or summon help