NB* Illustrations in the manual are in
black and white
Year 3
Dance No. 2 - The Language of Dance
Learning Objectives
Children should learn to:-
- develop different ways of travelling, jumping and turning
- perform the basic actions and dances clearly and fluently
- work with a partner
- observe themselves and others dancing.
Dance Framework
- Developing travelling and jumping
- Developing travelling movements and creating short repetitive
phrases.
- Interpreting words into appropriate movements and gestures.
- Working in two’s “follow the leader” and
in unison.
- Creating a simple class dance.
Accompaniment: Music - Year 3 CD – Tracks 2 - 8
Expected Learning Outcomes
By the end of
the dance most
children will
be able to:-
- use simple
movement patterns
to structure
dance phrases
on their own
and with a partner.
- remember and
repeat simple
dance phrases
- work in unison
with a partner
and travel “follow the leader”
- demonstrate
an understanding
of descriptive
words when
talking
about dance.
|
Year 3
The Language of Dance
About the Dance
This unit revisits the language of dance explored in the Foundation
Stage and Key Stage 1. The different sections have been created
to enable pupils to improve and build upon their dance vocabulary
and the introduction of different stimuli initiates a variety of
responses. The material in this unit will also begin to develop
pupils’ choreographic and analytical skills.
Stimuli
The stimulus comes from the language of dance, focusing upon interpretation
of the basic given actions:- Travel, Turn, Jump, Stillness,
Gesture.
Resources
Resources could include:-
word cards (appendix)
language lists
plastic dice (choice)
music (tracks 2 – 8)
percussion (variety of instruments)
Extension / Development / Enrichment
- Children could work in pairs to create a matching/mirroring
dance to the travelling music using different steps and directions.
- Children could work in pairs to create a unison dance to the
travel/jump/turn
music.
|
 Year 3
Lesson 3
Starting Activity
- Begin in a space and listen to the music from last week. Practise
and try to use the same travelling activities to warm up but
do this whilst travelling in on curving pathways. (Track 2)
- On the word “Pause”, stop and begin to slowly
stretch and curl in your own space, before moving on again. (still
to track 2)
Exploration and Development
- Can you remember the travelling and jumping work composed during
the last lesson? Respond to the music and practise and remember
what you did? (Track 4)
- (Introduce the new word for the lesson
- Turning. Lead children through the
exploration of this action - Reference "The Language of Dance" page
16)
Making a Dance
- Listen to the music on Track
6 (Click to Listen) and identify the "turning" section
in it.
- Begin in a space. Move about the space and respond to the
changes in the music with appropriate changes of actions. (e.g.
travelling;
jumping patterns; turning actions)
- Stand with a partner. “A” performs their action
dance in response to the music whilst “B” observes
the dance. (Track
6 Click to Listen)
(“B” observes the dance and should be able to describe
the turning actions that “A” chooses to use.)
(Reverse the roles – “B” performs and “A” observes
the dance and should be able to describe the jumping pattern.)
Concluding Activity
 Find a space and perform some stretching and curling shapes of
your own choice. (Encourage children to respond to the quality
of the music and perform in a smooth and sustained way.) (Track
5)
|
Year 4
Dance No. 9- Giraffes Can't Dance
Learning Objectives Children should learn to:-
- respond to a range of stimuli
- respond imaginatively to character and narrative
- use simple motifs and movement patterns
- structure a dance with a partner
- describe and interpret dance using appropriate language
Dance Framework
Section 1 - Giraffes - "elegant" motif
- unsteady
Section 2 - Pairs jungle dance
Section 3 - Sad Giraffes Can dance
Accompaniment: Music - Year 4 CD - Tracks 4 - 10
Expected Learning Outcomes
By the end of the dance most children will be able to:-
- understand that ideas initiated by a story can be translated
into movement
- perform with expression and clarity of shape
- demonstrate simple motifs and movement patterns
- work with a partner to structure a dance using unison, mirroring
and “follow my leader”.
understand how dance communicates moods, ideas and feeling.
|
Year 4
Giraffes Can't Dance
About the Dance
This is a dance that focuses on the main character of the giraffe “Gerald” and
creates the narrative
through movement. Other animal characters are created at the jungle
dance and the contrast is emphasised between the solitary, angular
giraffe and the sociable, rhythmic jungle animals.
Children create simple motifs and extend them and work on their
own and with a partner.
Stimuli
The stimulus for this dance is taken from a “Big Book” - “Giraffes
Can’t Dance” by Giles Andreae and Guy Parker-Rees.
Published by ORCHARD BOOKS, 96 Leonard Street, London EC2A 4XD.
ISBN 1-84121-508-2. This is a beautifully written and illustrated
book which could be read to the class as a whole prior to creating
the dance. A synopsis of the story is as follows:-
“Gerald was a tall, thin, bandy-legged giraffe. He was very
good at stretching upwards, forwards and sideways to reach the
leaves on the trees, but when he tried to move fast he was awkward
and buckled at the knees.
He dreaded the annual Jungle Dance because all the other animals
could dance beautifully but he could not. He watched them all moving
rhythmically together and he couldn’t compete so he walked
away sadly.
Then he looked at the moon and listened to the swaying grass,
and suddenly realised he could dance – he just needed the
right music. He swayed and circled, jumped and turned, and all
the animals applauded him. “You are the best dancer we have
ever seen”.
He proudly finished his dance with a deep bow.”
Resources
Resources could include:-
The book “Giraffes Can’t Dance”.
Pictures of giraffes
Poems or video snippets
Percussion
Music – Year 4 CD – Tracks 4 –10.
Extension / Development / Enrichment
- The jungle dance could be extended to make it a larger group
activity.
- For the informal “bow” children could finish with
a partner …
“
A” symbolises the giraffe bowing
“
B” symbolises a jungle animal stretched up high and wide
applauding him.
Top of the Page
|
Year 4
Lesson 3
Starting Activity
-
 Move in and out of each other with neat, quick steps. On a signal
..STOP in a strong, still shape. (Repeat and emphasise the contrast
between the quick, light steps and the strong shapes.)
- Repeat the task but this time, on a signal, curl up small.
(Feel the strength in the small tight shapes.)
- Repeat task (ii). Run and on a signal curl
up small, then slowly grow into a tall, thin shape reaching for
the ceiling. (Repeat
and emphasise the strength of the sustained movement.)
Exploration and Development
- Start in a small curled up shape. Slowly stretch
upwards, then pull back into the curled shape. Explore, and stretch
into different
positions in the air. (Encourage children to stretch upwards,
 forwards,
to either side, and with carebackwards.)
- Choose four different stretched positions. Work to the rhythm
of stretch (1-2) and curl (3-4). Create your own pattern of
four stretch/curl
actions – remember and repeat them. (Accompany children
with voice or tambour to help establish the rhythm.)
 Use the same stretching movements but extend them by travelling
off the spot to stretch i.e. move and stretch (x 4). Practise
your motif and repeat it. (Remind children they can use different
ways of stepping and turning to move into the stretches - make
sure you travel a little way into the stretch.)
- Practise the stretching motif both on the spot and on the move.
(The smooth stretches symbolise the elegant movements of
the giraffe reaching into the trees for leaves to eat – emphasise
the long body and neck at full stretch. Practise several times – 4
phrases on the spot and 4 phrases travelling into stretches) (Track 4)
 Move quickly with small steps in an unbalanced way. (Encourage
children to relax the tension in their bodies and move unsteadily
from side to side. As they do this, their feet will move with
tiny steps on a wriggling pathway.) Practise your wriggling pathways
and unsteady, floppy bodies. (Track 5) Making a Dance
- Practise….
stretching motif on the spot
stretching motif on the move
staggering unsteady runs.
(Encourage children to link the different sections together smoothly)
(Track
6 Click to Listen)
Concluding Activity Sink slowly down to the floor – roll over sideways and stand
up slowly.
(Emphasise Slowly and Smoothly) Try it
several times to make it smooth.
|
Year 5
Dance No. 16- Rubbish
Learning Objectives
Children should learn to:-
- use visual stimuli as a starting point for dance movement
- work in small groups to develop ideas
- use props as an integral part of the dance.
Dance Framework
Section 1 - Rubbish identification and removal of waste
Section 2 - Recycling of rubbish
Section 3 - Good use of rubbish
Accompaniment: Music – Year 5 CD – Tracks 1 - 6
Ecpected Learning Outcomes
By the end of the dance most children will be able to:-
- demonstrate the ability to translate abstract images into movement
- perform with an awareness of both partner and group dances
- perform with clear dynamics and precise footwork
- use a variety of ways to work in a small group
- develop movement using different relationships
- lead appropriate “warming-up” exercises
- view short pieces of professional work in order to comment
upon the use of props to create music.
|
Year 5
Rubbish
About the Dance
This dance takes the ideas of crushing, transporting and recycling
rubbish, and translates them into movement using individual, pair
and group work. Children then use a variety of bags to create
sounds and stimulate their own choreographed movements.
Stimuli
The initial stimuli for this abstract dance will be based
upon the materials found in any rubbish bin.
The four materials chosen could be replaced with others. Whichever
materials are chosen they must provide opportunities for children
to explore a variety of contrasting actions and qualities.
This unit of work could also make use of the science theme of "Materials" in
which children identify the qualities and uses of different materials.
Resources
Other useful resources to support and develop this dance idea
would be:-
Poetry - Earthways
- Earthwise (Poems on conservation) (Oxford University Press 0-19-272248-4)
Posters - Environmental posters and campaign slogans (e.g. Body Shop)
Paper bags
Percussion instruments
Music – Year 5 CD – Tracks 1-6.
Extension / Development / Enrichment
- In the initial stages, children could
experiment with percussion instruments and work in two’s
to try out the crushing and travelling phrases.
- In the final section, different pieces of rubbish could be
explored for sounds.
|
Year 5
Lesson 3
Starting Activity
 Use the same warm-up activity as in lesson one – travel
using a variety of directions, stop and then move slowly into different
shapes. (Track 1)
Starting Activity
- Each group to be given a starting plan i.e. a group placement
shape.
Use three or four of the words identified at the end of the
last lesson (see word list sheet) to recreate a recycling process
with
your group. At the end of the process you must finish in a
new group shape.
- (Guide the groups through this creative process)
- Listen to the music. (Track
5 Click to Listen)
- Make sure you have clear starting places.
- Experiment with
some of the words in a group - mix - melt - turn.
(Give them the resource list and ask them to select three
or four as their stimulus)
- At the end of the recycling movement
you must finish in a new group shape as if you have recreated
something new.
- (Remind the group that they will need to explore before they choose
what works. Once they have chosen then they must take time to practise.)
 One group look at another group and ask these questions:-
Is the final group shape and space different to the starting one?
Can you identify the words on which they have based their recycling
section/movement?
(Track
5 Click to Listen)
Reverse the roles so everyone has had a chance to be the audience.
Concluding Activity
Lie down and think about the importance of recycling waste and
how everyone can play their part.
Top of the Page
|
Year 6
Dance No. 25- Theseus and the Minotaur
Learning Objectives
Children should learn to:-
- work creatively and imaginatively on their own and with a partner
- perform expressively and sensitively to accompaniment
- perform dances fluently and with control
- observe and evaluate their own and other’s dances
- warm up and cool down independently
Dance Framework
Section 1 - Preparation - Selection
/ Journey to Crete
Section 2 - The Battle - Entering the Labyrinth / The fight /
Leaving the Labyrinth
Section 3 - The Aftermath - Betrayal / Return and remorse
Accompaniment: Music - Year 6 CD – Tracks 10 - 18
Expected Learning Outcomes
By the end of the dance most children will be able to:-
- perform with expression and improvise freely using a range
of continual movements and patterns
- work collaboratively in pairs
and small groups to communicate a
dance idea
- create their work in the context of a whole dance
- demonstrate
the ability to refine their movements in order to improve performance
- remember and perform complete dances
- warm-up and cool-down
independently
Top of the Page
|
Year 6
Theseus and the Minotaur
About the Dance
This is a straightforward narrative dance using movement patterns,
motifs and gesture to explore and communicate the legend of Theseus
and the Minotaur. Within the dance structure, children walk creatively
and imaginatively in constantly changing situations, on their own,
in a pair or collaboratively in a group, and react expressively
and sensitively to the accompaniment.
Stimuli
The stimulus is the legend of Theseus and the Minotaur.
Big Book – Theseus and the Minotaur
Pelican Big Book by David Orme – illustrated by Trevor Parkin.
Resources
Word cards
Percussion
Music: Year 6 CD – Tracks 10-18
Extension / Development / Enrichment
Entering the labyrinth could be performed by groups of six or
eight children linking hands and weaving in and out of the labyrinth
and each other.
Top of the Page
|
Year 6  Lesson 3
Starting Activity
- Remember and rehearse the dance so far without music to reinforce
the links.
- Practise the dance so far to music. (Tracks 12, 13, 14)
Exploration and Development
 Extend one arm above your head and grasp the hand of your partner’s
extended arm. Improvise and explore ways of twisting, bending,
rising and falling without losing your grip. (Encourage
children to think about Theseus and the Minotaur wrestling
and emphasise
twisting, timing and Safety - talk to each other. Practise
slowly and carefully.)
- Vary your grip and sometimes briefly release your grip to include
some rolling and jumping actions.
 (Discuss with the children how variations in speed make the movements
more interesting and communicate the idea of wrestling and fighting
more clearly, e.g. slow-motion writhing movements combined with
explosive jumps or fast rolls.)
- Choreograph your struggle and
make it very evenly fought – take
it in turns to be the aggressor and finish with Theseus the winner.
(Allow time for the creative process and repetition and then play
the music)
(Track
15 Click to Listen)
-
Does your dance fit the
music? Adjust the movements accordingly.
(Practise to the music again) (Track
15 Click to Listen)
Making a Dance
- Practise the section on entering the labyrinth and meet your partner
at the end of it. (Track 14)
- Practise the two sections
- enter the labyrinth
- the struggle (Tracks 14 & 15)
- Half the class perform entering the labyrinth and fighting
the Minotaur to music whilst the other half observe and then
reverse
roles. (Tracks 14 & 15)
Observers should answer questions e.g. 
- is the fight sequence expressing the well-matched struggle?
- are the dancers using space well and fully extending/using
their
bodies?
Concluding Activity Face your partner and slowly stretch and curl in different directions
and on different levels. Keep together and feel Full extension
and Contraction. (Track 10)
Top of the Page
|
Years 5 and 6
Dance Nos. 38 to 44 - English Country Dances
Learning Objectives
Children should learn to:-
- perform basic actions with increased control, co-ordination,
fluency and accuracy.
- perform set dances from different times and places
- work collaboratively in small groups
- use appropriate language and terminology
- describe how dance contributes to fitness and well-being.
Dance Framework
Dance 38 – Haste to the Wedding
Dance 39 – OXO Reel
Dance 40 – Coming Round the Mountain
Dance 41 – Lucky Seven
Dance 42 – Boston Tea Party
Dance 43 -- Ninepins
Dance 44 – Circassian Circle
Accompaniment: Music - Traditional Dance CD - Tracks 21 - 38 Expected Learning Outcomes
By the end of the dance most children will be able to:-
- demonstrate the ability to refine movement in order to improve
performance
- remember and perform complete dances
- demonstrate the ability
to perform straight steps and patterns accurately
- maintain
the tempo and rhythm of particular patterns
- appreciate the
dances within a social / historical / cultural context.
Top of the Page
|
Years 5 and 6 - English Country Dance
 Lesson 3
Starting Activity
Travel about the room in time to a rhythm, played by a tambourine,
listening out for changes from e.g. walking to running, to skipping
to step-hopping.
Exploration and Development
- Facing a partner cross hands (just one in each couple crosses
hands while the other takes hold of their partner’s hands
without crossing their own hands). Then turn to face the
same direction, still holding hands and walk (promenade) round
the room saying
hello to other couples that you pass. (Track
27 Click to Listen)
-
 Join with another couple and facing them put right hands in
the middle to form a right-hand star. Walk round clockwise
(for 8
beats) then change direction and hands (for 8 beats).
- Face your partner for a do-si-do (back-to-back) i.e. walking
round your partner without turning round; two steps forwards
then two
to the side behind your partner’s back then two steps backwards
to your place and pause.
- Do (iii) again then cross hands and go into a swing clockwise (remember
only one in each couple crosses hands). Then promenade
around
the room in any direction.
(Track
27 Click to Listen)
Dance Activity: Coming Round the Mountain (Track 28) 
Square set for 4 couples standing next to your partner.
In a square set formation there are 4 couples; one couple stands
side by side with their backs to the music/band (1’s).
One couple stands opposite and facing them (3’s). Another
couple stands to their right facing into the middle (2’s) with the 4th couple opposite them (4’s). All face into
the middle.
A.1. 1st couple promenade with a cross-hand hold behind couples
2, 3 & 4 and back to their place.
A.2. 1st & 3rd couples (opposites) do a right hand star and
then a left hand star.
B.1. Everyone facing your partner do a do-si-do followed by a
cross-hand swing.
B .2. Everyone stay cross-hands and promenade anti-clockwise round
and back to place.
(The dance begins again with the 2nd couple promenading behind
couples 3, 4 & 1 and going into a right hand star with the
4th couple opposite etc. Then the 3rd couple promenades and then
the 4th. Next the head couples promenade at the same time i.e.
the 1st and 3rd couples, and finally the side couples i.e. the
2nd and 4th couples.)
Concluding Activity
Use 4 x 8 beats to create a stepping pattern using a combination
of any of the
following:- forward, backwards, sideways, circle right, circle
left.
Teachers Notes
 It is fun to sing this singing square. I am sure everyone will
know the words:
She’ll be coming round the mountain when she comes (x
2);
She’ll be coming round the mountain, coming round the mountain,
Coming round the mountain when she comes etc.
Top of the Page
|
Years 3 - 6
Dance Nos. 45 to 49 - Tudor Dance
Learning Objectives
Children should learn to:-
- perform set dances with control and expression
- understand that dances reflect their cultural and historical
content
- compose within given rhythmic and spatial structures
- work
in smaller and larger groups to develop movements
Dance Framework
Lesson 1 - Dance 45 – The Farandole
Lesson 2 - Dance 46 – The Branle
Lesson 3 - Dance 47 – The Pavan
Lesson 4 - Country Dances: 48 – Gathering Peascods
49 – Lilliburlero
Lesson 5 - Plan and rehearse presentations of selected
dances
Lesson 6 - Performance of selected dances
Accompaniment: Music - Tudor Dance CD - Tracks 1 - 16 Expected
Learning Outcomes
By the end of the dance most children will be
able to:-
- perform whole dances with repetitive structures
- describe and respond to different rhythms
- identify spatial
patterns and dance them with partner(s)
- compose a logical sequence
of movement
- observe and develop their own and others' performance
- explain
the place of dance in Tudor life
- recognise how dance contributes
to personal fitness
Top of the Page
|
Years 3 - 6 - Tudor Dance
Lesson 1
Starting Activity
- Listen to Dargason and start walking around, trying to match
your steps to the music. at numbers of steps does the music suggest? (2,
4 and 8 are all good answers. Tell the class that they are going
to learn some dances from Britain 400 years ago, all using
steps and phrases of music in units of 2 or 4 – the traditional
structure of most British music.)
(Track
1 Click to Listen)
- Repeat walking; this time, change your direction in time with the
music. (Choose children to demonstrate their use of 4 or
8 steps) Try to create paths around others, not touching. Repeat in pairs
or threes, one following the other; take turns to lead.
Exploration and Development
- Now we’ll learn a farandole, which
people danced in villages and towns. All in a big circle, not
in pairs, holding hands. (Reluctance
to touch may be countered by firm reminders that we are “acting” historically.) Teacher should be on right hand of tall, steady child.
When music starts, all walk at teacher's call, left or right,
for several seconds either way. (Some children will confuse
right and left; some may excitedly pull into centre of ring.
This is
usually solved simply by continuing the lesson calmly.) "Keep
the circle big. Good dancers help each other by holding hands
lightly and keeping a steady beat."
Practise circling Left then Right throughout the music, then explain
that farandoles were really snaky lines. Teacher releases right
hand of child on left (all others maintain hold throughout) and
play Dargason again; this time teacher leads line to the left in
one or more patterns (see diagram; the middle one shows an arch,
leader ducking between two other dancers). (Track
1 Click to Listen)
- Children hold hands in lines of about 6 and dance
farandoles, taking turns to lead patterns as teacher did. (Person
at left end
of line leads. Praise use of space and awareness of other dancers.
If one line ducks under another, encourage second line to stop
and make arch so you don’t let go hands. Allow only one
arch per line!)
Making a Dance
 Listen to In Dulci Jubilo (stop CD after 2 or 3 times through
tune). Can children hear 2 strong beats after 12th step each time?
What might happen then? (Line could do 2 stamps, jumps or claps,
raise hands, or walk 2 steps in reverse direction) (Track 2)
Lines of about 6 dance farandoles they have composed to In Dulci
Jubilo. Any children waiting, either for help or for the next
task, could learn by observing other sets: what makes their dancing
look good? (Rhythmic steps? Heads high? etc) (Track 2)
Concluding Activity
If time allows, listen to some of Kemp’s Jig, noting different
rhythm but still 2-4-8 phrasing, then choose children to lead whole
class farandole to this tune. (Track 3)
(Point out that though only walking step was used in the lesson,
rate of breathing and heartbeat have increased.)
Play Hunsdon House (Track 4) to end, walk slowly by yourself around
the floor. Imagine wearing the long thick clothes of 400 years
ago. Now stand and listen with your eyes shut, imagining a Great
Hall with musicians playing.
Top of the Page
|
|
Explore different ways of turning high – and then
low.
