Our Mini Dance Story

Overview

In this final lesson of Move, Create, Connect, students revisit dance elements and work in small groups to create and perform a short dance story. They use movement to communicate a simple idea or feeling, making deliberate choices about repetition, canon, levels, energy, and a clear beginning, middle, and end.

Learning intentions

• We are learning to use dance elements to communicate an idea or feeling.
• We are learning to work together to create and practise a short dance.
• We are learning to perform confidently and respond kindly to others’ work.
• We are learning to reflect on our creativity, contribution, and growing confidence.

Success criteria

• I can use different levels, energy, and repeated movements in my dance.
• I can show a clear beginning, middle, and end.
• I can perform safely with my group and contribute an idea.
• I can give kind feedback and say something about my own learning.

Curriculum links

• The Arts — Dance: developing and sharing movement ideas using the elements of dance.
• The Arts — Dance: participating in creative processes, rehearsing, performing, and responding.
• The refreshed curriculum emphasis on communication, creativity, collaboration, and active participation.
• Key competencies: thinking; relating to others; managing self; participating and contributing.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and movement warm-up. Teacher welcomes students into a clear movement space and opens the movement story introduction; show three simple images or words such as growing, storm, and calm, and lead students through safe whole-body movements that change in shape, level, speed, and energy. Students mirror or interpret each idea, keeping personal space and stopping on the agreed signal.

2. 7–15 min · Revisit dance elements. Teacher uses the dance elements recap to model a short movement phrase, explicitly naming levels (high, middle, low), energy (gentle, strong, slow, quick), repetition, and canon (dancers beginning the same movement one after another). Students copy the phrase, then try changing one element while keeping the movement safe and controlled.

3. 15–20 min · Introduce the creative challenge. Teacher forms groups of four or five and displays the mini dance story challenge. Explain that each group will create a 30–45 second dance with a simple idea or feeling, a beginning that introduces it, a middle that develops or changes it, and an ending that clearly finishes. Model a very short example, highlighting one repeated movement, one canon, at least two levels, and a change in energy. Students choose or discuss an accessible idea such as a seed growing, getting ready for rain, lost and found, or happy surprise.

4. 20–38 min · Create and practise. Teacher circulates, prompting groups with creation prompts: “What will we see at the beginning?”, “Which movement will you repeat?”, “Where will the canon happen?”, and “How will the ending look different?” Remind students to include everyone, avoid lifts and contact that has not been agreed, and keep movements appropriate for the space. Students contribute one movement idea, arrange their story into three parts, practise transitions, and give each group member a role such as mover, organiser, counter, or encourager; roles may change during the process.

5. 38–53 min · Share and respond. Teacher invites groups to perform one at a time, using performance and kind feedback prompts to establish an appreciative audience: quiet watching, encouraging applause, and feedback beginning with “I noticed…” or “I liked how…”. After each performance, allow one brief audience comment and one performer response. Students perform for the class, identify one dance element they noticed in another group, and practise being supportive audience members.

6. 53–60 min · Reflect and settle. Teacher leads a gentle cool-down and revisits the reflection and closing slides. Ask: “What did your group communicate?”, “Where did you use repetition, canon, levels, or energy?”, and “How did you help your group?” Students show a confidence gesture from low to high, then share one success and one next step with a partner. Finish with a whole-class acknowledgement of creative risks, teamwork, and respectful participation.

Resources

• the complete mini dance story slide deck
• Open movement space with clearly marked boundaries
• Music player and two or three instrumental tracks with contrasting energy
• Optional percussion instrument or hand signal for start, pause, and freeze
• Four simple story prompts displayed on the board
• Floor markers for group areas
• Water and a quiet observation space for students who need a short break

Assessment

• Observe whether students use the targeted elements: repetition, canon, levels, and changes in energy.
• During group creation, check that each student contributes an idea, listens to others, and helps shape a beginning, middle, and end.
• During performances and reflection, note students’ ability to communicate a simple idea, perform safely, give specific kind feedback, and identify their own learning.

Differentiation

• Support students with picture-based story prompts, teacher modelling, a four-count movement phrase to repeat, and sentence starters such as “Our dance shows…” and “I noticed…”.
• Allow students to perform seated, with smaller movements, or as a narrator/count-in leader while still contributing to the group’s story.
• Pair students who need support with a patient peer and rehearse in a quieter area before sharing with the class; avoid requiring eye contact or physical contact.
• Extend confident students by asking them to make a clear transition between sections, develop a movement through three energy changes, or use canon in more than one way.
• Use short demonstrations, repeated instructions, visual timing cues, and opportunities to watch before performing to support young learners and English language learners.