Lesson 1 - Greek Gods Movement and Character
Ancient Greece Through Movement: Gods, Warriors and Olympic Ceremony
•Year 5
•Dance
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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
Test volume and ensure all students can hear clearly
Alternative: Portable bluetooth speaker
Display around hall perimeter for reference
Alternative: Tablet/laptop with digital images
Pre-loaded and tested for smooth transitions
Alternative: Classical music app with Greek themes
Mark safe boundaries and create zones if needed
Alternative: Spots or bean bags
Key Vocabulary
A short sequence of 3-4 movements that can be repeated to create a dance phrase
The energy and force used in movements - can be sharp, smooth, strong or light
The height at which movements are performed - high, medium or low
The personality and qualities of a Greek god shown through movement and expression
The speed of the music or movement - fast, medium or slow
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
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