Dance Movement Start

Unit and Lesson Context

Unit: Dance Explorations for Foundations Lesson 1 of 10 Lesson Title: Introduction to Dance Movements Duration: 50 minutes Class Size: 25 foundation year students

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Curriculum Alignment

Victorian Curriculum: The Arts - Dance Foundation Level

Content Description:

• Explore and use fundamental movement skills and elements of dance through play and guided activities.
• Learn to move safely and expressively, demonstrating an awareness of body parts.
• Develop skills in both locomotor (traveling) and non-locomotor (stationary) movements.
• Communicate ideas and feelings through creative movement.

Relevant Victorian Curriculum Code and Aim:

• AC9ADAFC01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas in dance.
• Focus on creating and exploring basic movement patterns and safe use of the body.
• Elaborations focus on tactile play, imaginative movement, facial expressions, body part awareness, and responding to music or stories through movement,.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Demonstrate basic locomotor movements: walking, jumping, hopping, and skipping safely.
2. Demonstrate basic non-locomotor movements: stretching, bending, twisting, swaying, balancing.
3. Use their bodies expressively to explore movement creatively.
4. Understand and practise moving safely in personal space.
5. Describe types of movements using simple dance vocabulary.
6. Set personal goals about trying out new movements.

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Lesson Structure and Timing

Time	Activity	Description	Purpose	Resources
5 mins	Introduction and Retrieval	Welcome and remind students about bodily movement and safety. Briefly recall any previous experiences with movement or dance. Set clear personal learning goal for moving safely and creatively today.	Connect to prior learning and set purpose.	None
10 mins	Explicit Instruction and Demonstration	Teacher demonstrates basic locomotor movements (walk, hop, jump, skip) and non-locomotor movements (stretch, bend, twist, sway, balance). Emphasise safe movement techniques and body awareness (use of spaces/boundaries).	Model correct movement patterns, focus on safety and control.	Open movement space, visual aids for body parts
15 mins	Guided Movement Practice	Students practice locomotor and non-locomotor movements following teacher prompts. Encourage exploration of combining movements creatively. Teacher provides individual guidance and feedback on safety and control.	Practice skills and build confidence with support.	Music with steady beat, open space
10 mins	Independent Exploration	Students work independently or in pairs to explore and create their own short sequences combining locomotor and non-locomotor movements. Encourage imaginative use of body.	Promote creativity and decision-making in movement choices.	Soft floor space, visual/dance cue cards
7 mins	Consolidation and Sharing	Invite some students to show their movement sequences. Highlight use of locomotor and non-locomotor skills and safe movement. Class discussion about what was enjoyable and what they learned.	Reinforce learning and encourage social interaction.	None
3 mins	Reflection and Cool Down	Gentle moving stretches; students reflect verbally or with thumbs up/down on their personal goal for the lesson.	Cool down safely and self-assess progress.	Calm music

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Teaching Strategies and Considerations

• Use a structured instructional model: begin with retrieval of prior knowledge, goal setting, explicit teaching, guided practice, independent application, and consolidation.
• Keep instructions short and clear to suit foundation students’ attention spans.
• Model all movements slowly and exaggeratedly to support understanding.
• Create a safe, open space with clear boundaries marked for safe movement.
• Use positive reinforcement to motivate students to try movements and stay safe.
• Integrate simple language for describing movement: “hop,” “stretch,” “jump,” “bend,” “balance.”
• Include opportunities for imaginative expression, linking emotions or story elements to movements if possible.

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Assessment Opportunities

• Observe participation and willingness to try movements during guided practice and independent exploration.
• Informally assess safe movement technique and body awareness by teacher observation.
• Listen and note use of simple dance words during sharing and discussion.
• Ask students verbally or with pictorial prompts what they learned about moving safely and creatively.
• Personal goal reflection at lesson end provides self-assessment data.

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Resources

• Open indoor or outdoor space free of obstacles
• Music with steady rhythm to support locomotor practice
• Visual aids for body parts and movement cues (pictures or cards)
• Soft floor or mats for safety

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Differentiation

• For students needing additional support: provide 1:1 guidance in movement and safety, reduced movement sequences, or partner work.
• For advanced movers: encourage them to add creative variation or combine movements more fluidly.
• Use verbal, visual, and kinesthetic prompts to support different learning styles.

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This lesson integrates Victorian Curriculum standards for Foundation Dance learning by developing body awareness, safe movement skills, and creativity through locomotor and non-locomotor explorations, following a structured teaching model with clear scaffolding to engage young learners with movement at a developmentally appropriate level. All learning goals promote physical confidence and imaginative expression in a joyful, safe, and inclusive environment.