Dance movement

Learning intentions

  • We are learning to employ sign and symbol.
  • We are learning to develop movement.
  • We are learning to work with a partner by using movement.
  • We are learning to respond to a musical signal.
  • We are learning to develop understanding of sequence by using movement.
  • We are learning to respond to a range of stimuli by using movement.
  • We are learning to adopt a role and explore it by using movement.

What to look for

  • Pupils stopping and starting on the given signal
  • Pupils participating and responding to the given signals
  • Pupils moving in time to the beat of an instrument
  • Pupils working in time with a partner
  • Pupils sitting down on a given signal while participating in whole class movement
  • Pupils using different movements to represent what is happening in various nursery rhymes
  • Pupils adopting a role and moving in character

Learning activities

Introduce the pupils to signals, for example:

  • a red sign means stop/freeze; and
  • a green sign means start/go.

Lead them in a whole class activity. Ask them to clap their hands or stamp their feet in time to the beat of an instrument. Then have them hop or jump on the spot.

Finally, ask the pupils to march around the room in time to a percussion instrument. Use the signs for start/go and stop/freeze to give instructions.

Organise the pupils into pairs for a simple clapping activity. For example, ask them to tap their knees twice and then clap their hands together twice.

Allow the pupils to move around their chairs and/or tables in time to music. When the music stops, they sit down on their chairs.

Circle time: allow the pupils to take turns to, for example:

  • clap their hands;
  • stamp their feet; or
  • roll their arms.

Provide opportunities for pupils to explore different nursery rhymes through movement, for example:

  • Jack and Jill – ask them to march on the spot (up and down the hill) and then curl up into a ball (falling down); or
  • Dingle Dangle Scarecrow – have them do actions to accompany the rhyme.

Have the pupils take on the role of a character through movement, for example:

  • Little Miss Muffet – they twirl in as Little Miss Muffet, or crawl in as the spider that frightens her away; or
  • People who help us, for example:
    • a firefighter; or
    • a nurse.