Dance movement

Learning intentions

  • We are learning to develop rhythm and pace through movement.
  • We are learning to use sign, symbol and metaphor.
  • We are learning to participate in whole class movement.
  • We are learning about movement by working with a partner.
  • We are learning to develop an understanding of various heights through movement.<
  • We are learning to explore a range of movements, using music as a stimulus.
  • We are learning to explore a fairy tale through movement.

What to look for

  • Pupils responding to music of various tempi
  • Pupils responding to a given sign
  • Pupils putting together a sequence of movements
  • Pupils putting together a sequence of movements and moving in time with a partner
  • Pupils using different levels while moving around the room
  • Pupils moving appropriately to different styles of music
  • Pupils moving appropriately to the stimulus of a given character/person
  • Pupils choosing appropriate movements to depict a given scenario/scene
  • Pupils demonstrating anger, sadness and happiness though movement

Learning activities

Play music of various tempi while the pupils move around the room in time.

Use different signs, for example:

  • start/go; and
  • stop/freeze.

Lead all the pupils in a sequence of movements, for example:

  • clapping their hands;
  • stamping their feet;
  • turning around;
  • side stepping; and
  • clapping again.

Put the pupils into pairs and give instructions for them to perform a sequence of movements, for example:

  • stand facing their partner;
  • step to the side;
  • clap their hands for a count of eight;
  • link arms and walk around in a circle for a count of eight; and
  • change arms and go around again.

Lead the pupils in experimenting with using levels while they move around the room:

  • high (stretching up);
  • medium (walking normally); and
  • low (crouching or crawling).

Introduce the pupils to a number of different movements, for example:

  • spiky;
  • soft;
  • slow;
  • big;
  • heavy; and
  • awkward.

Play various pieces of music with diverse tempi and different rhythmic characteristics, for example:

  • Dance of the Sugar Plum Fairy from the Nutcracker Suite (Tchaikovsky); and
  • Montagues and Capulets (Prokofiev).

Use another whole class activity to develop the theme. Encourage the pupils to use movement to explore characters from fairy tales, for example:

  • a giant;
  • a witch;
  • a fairy; and
  • a prince.

Have the pupils use movement to perform a short scene/section from a fairy tale, for example when the Seven Dwarfs arrive to find Snow White.

Give them opportunities to explore the characters’ feelings through movement, for example:

  • angry;
  • sad; and
  • happy.