Lesson 1 - World War 2 Motif Development
Historical Storytelling Through Movement and Choreography
•Year 5
•Dance
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How can dance movements tell the story of historical events and help us understand the past?
Learning Objectives
- To develop a 48-64 count motif demonstrating agility, balance, coordination and precision
- To create imaginative actions based on World War 2 themed vocabulary
- To perform movements in unison with good timing and musical awareness
Key Outcomes
- Students will create and perform historically-themed dance movements
- Students will demonstrate improved coordination and timing skills
- Students will work collaboratively to build a class motif
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Portable speaker, tablet with speaker dock
Pre-loaded with 'American Patrol' and 'Dam Busters' theme
Alternative: Youtube playlist, CD collection
Positioned where all students can see for mind mapping
Alternative: Large paper sheet, interactive board
Different colours for categorising words
Alternative: Chalk, dry-wipe pens
One in each corner of hall for quiz activity
Alternative: Coloured cones, numbered cards
Key Vocabulary
A short sequence of movements that forms the basis of a dance
Performing movements at exactly the same time as others
The ability to use different parts of the body together smoothly
Performing movements with accuracy and control
The art of creating and arranging dance movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills (walking, running, marching)
- Simple dance movements and gestures
- Understanding of rhythm and beat
Current Skills
- Creating themed movement sequences
- Performing in unison with others
- Demonstrating precision and coordination
Next Steps
- Developing more complex choreographic structures
- Adding emotional expression to movements
- Creating narrative dance sequences
Milestone Indicators
Key Teaching Points
- Connect all movements to historical context rather than just physical actions
- Emphasise precision and control over speed and power
- Build motif systematically - master each section before adding the next
- Use music to enhance understanding of timing and unison
- Celebrate creative interpretation while maintaining group cohesion
- Link to cross-curricular learning throughout the lesson
- Focus on collaborative achievement rather than individual performance
Common Misconceptions
- Students may think dance must be graceful - emphasise that strong, precise movements are equally valid
- Some may focus only on fighting/violence aspects - guide towards human stories and experiences
- Assumption that louder/bigger movements are better - teach that controlled, precise movements have more impact
- Belief that they need previous dance experience - emphasise that everyone can move and express ideas
- Thinking that historical accuracy requires exact replication - encourage creative interpretation and emotional connection
SEN Adaptations
ADHD
- Regular change of activity, clear physical boundaries, opportunities for leadership roles, movement breaks built into structure
dyspraxia
- Simplified movement patterns initially, extra practice time, visual cues for spatial awareness, slower progression through motif
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable patterns in motif
visual impairment
- Clear verbal descriptions of all movements, buddy system for spatial awareness, use of contrasting music for different sections
hearing impairment
- Visual cues and demonstrations for timing, written instructions displayed, vibration or visual signals for music changes
physical disability
- Seated or modified versions of all movements, focus on upper body or arms only variations, adapted kneeling alternatives
Cross-Curricular Links
English
Vocabulary development, creative writing through poem homework, oral communication in discussions
Maths
Counting in groups of 8, understanding fractions (quarter turns), spatial awareness and positioning
History
World War 2 chronology, key events, impact on civilians, military tactics and strategy
Music
Rhythm and timing, responding to different musical styles and periods, performing in unison
PSHE
Teamwork and collaboration, remembrance and respect, understanding historical sacrifice and courage
Teacher Guidance
Positioning
Position where all students can see demonstrations, move around groups during pair work to provide support
Observation Focus
Watch for creative interpretation, safe movement execution, collaborative working, musical timing
Intervention Points
Step in if students struggling with historical concepts, movement safety concerns, or group dynamics issues
Demonstration Notes
Always demonstrate movements clearly before students attempt them, show both good and less effective examples, emphasise the historical context of each movement
Verbal Cues
- •'Sharp, precise movements like real soldiers'
- •'Listen to the music and let it guide your timing'
- •'Support your partner's ideas - build on them'
- •'Think about the story your movement is telling'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m, clear of obstacles for full class movement and performance areas
Surface Check
Non-slip floor surface, checked for wet patches or debris, adequate grip for turning movements
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •No trailing cables across walkways
- •Corner signs securely positioned, not creating trip hazards
Risk Management
Key Risks
- •Collisions during corner quiz activity
- •Falls during kneeling/standing sequences
- •Overexertion in repetitive motif practice
Risk Mitigation
- •Clear boundaries established for all activities
- •Controlled movement speeds emphasised throughout
- •Safe kneeling technique demonstrated and practised
- •Adequate spacing maintained between students
- •Regular breaks and hydration reminders
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during movement activities
- •Monitor corner quiz for safe movement patterns
- •Watch kneeling/standing transitions carefully
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if required