Building Cultural Movement

Overview

In this second lesson of Moving Stories Together, students revisit respectful cultural protocols and explore how rhythm, levels, pathways and relationships can communicate an idea. Working in two groups of four, they create and share a short movement phrase with a clear beginning, middle and end.

Learning intentions

• WALT combine movements respectfully to represent a cultural idea or story.
• WALT use safe technique, rhythm and expressive choices.
• WALT work together to create and share a short movement phrase.
• WALT describe how movement choices communicate an idea without copying sacred or restricted movements.

Success criteria

• I can perform a phrase with a clear beginning, middle and end.
• I can keep a steady beat or respond to changes in music.
• I can use levels, pathways and energy to show an idea.
• I can explain how my choices show an idea while respecting cultural ownership.

Curriculum links

• Dance: Explore movement with a developing awareness of body, space, time, energy and relationships.
• Dance: Improvise and explore movement ideas in response to a variety of stimuli.
• Dance: Share dance movement through informal presentation and share thoughts and feelings in response to their own and others’ dances.
• Dance: Demonstrate an awareness of dance in their lives and communities; develop managing self, relating to others, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–10 min · Welcome, warm-up and protocols. Display the WALT and success criteria using the WALT and respectful movement slides. Remind students that cultures own their stories, symbols and dances; explain that today they will create original movements inspired by broad ideas such as connection, welcome, journey or caring for place, not copy a sacred or restricted movement. Lead a gentle warm-up: breathing, shoulder rolls, travelling safely, stretching and freezing on a signal. Students move with awareness of personal space, practise stopping safely and share one respectful dance behaviour, such as asking before touching or making room for others.

2. 10–25 min · Explore rhythm, levels and pathways. Play the beat examples in the rhythm, levels and pathways activity slides. Model walking, stepping, swaying and stillness at a steady beat, then demonstrate high, middle and low levels, as well as straight, curved and zig-zag pathways. Use a culturally neutral instrumental beat and remind students that they may choose movements that feel comfortable and appropriate. Students copy, vary and combine movement prompts: move on the beat, change level, travel along a pathway, then freeze. In pairs, one student leads for eight counts and the other responds; swap roles. Pause to ask, “What did the movement make you notice or feel?”

3. 25–45 min · Create in groups of four. Place students in two mixed-ability groups of four and give each group a broad idea card from the picture-based movement planning and feedback sheet: connection, journey, welcome or caring for place. Explain that each phrase should be 16–24 counts and include a beginning shape, a middle section with a change of level or pathway, and an ending shape. Students select safe movements, decide on a steady beat or musical change, and rehearse a simple sequence. Students contribute one movement idea, listen to each other, and arrange their phrase. They use the picture prompts to check body, space, time, energy and relationships. Encourage groups to rehearse silently, with a partner first, or by watching a demonstrated movement. Circulate and check safe spacing, controlled landings, shared decision-making and respectful choices.

4. 45–55 min · Work-in-progress sharing and feedback. Reopen the sharing and feedback slides and model kind, specific feedback. Each group performs its phrase while the other group watches. After each performance, the audience gives two stars and a wish using the picture-based criteria: one clear movement choice, one effective use of rhythm/space, and one achievable next step. Performers listen without interrupting, then identify one suggestion they will try. The teacher records evidence of rhythm, safe technique, beginning-middle-end structure and respectful representation.

5. 55–60 min · Reflection and close. Display the reflection prompt slide and ask: “Which movement choice helped communicate your idea?” and “How did your group show respect?” Students demonstrate one movement or explain orally, through drawing, or by pointing to a picture criterion. Finish by previewing that next lesson they will refine their phrases and connect them into a performance.

Resources

• the WALT, protocol reminders, movement prompts, sharing instructions and reflection slides
• the picture-based movement planning and feedback sheet
• Open floor space with clearly marked boundaries
• Device and speakers
• Neutral instrumental beat tracks at slow and moderate speeds
• Floor markers or spots
• Idea cards: connection, journey, welcome and caring for place
• Visual sequence cards showing beginning, middle and end
• Water and any required personal safety equipment

Assessment

• Observe individuals and groups during exploration and rehearsal: safe spacing, controlled movement, steady beat, response to musical changes and willingness to contribute.
• Use the picture-based criteria during peer feedback to check clear structure, expressive choices, use of space and respectful cultural representation.
• During reflection, listen for students explaining how a movement choice communicated an idea and recognising the importance of cultural ownership.

Differentiation

• Offer slow and moderate beat tracks, floor markers, visual sequence cards and a reduced choice of movements for students who need more structure.
• Allow students to rehearse silently, with a partner, by mirroring, or through demonstration rather than writing. Provide oral instructions, clear modelling and dyslexia-friendly resources with large print, uncluttered layout, simple wording and strong visual symbols.
• Use mixed-ability groups of four, assign flexible roles such as mover, watcher, beat keeper and encourager, and allow students to opt out of touch or movements that feel unsafe.
• For EAL learners, use gestures, picture prompts and sentence starters: “Our idea is…”, “We used ___ to show…”, and “One star is…”. Offer extra processing time and check understanding privately.

Extension

• Challenge groups to layer two contrasting rhythms, use canon so dancers begin at different times, or include a purposeful formation change.
• Ask students to refine one transition so the beginning, middle and ending flow smoothly without rushing.