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dddaaannnccceee nnnooottteeesss lesson plans
Key Stage 2
Tracy Challenor
Key Stage 2
Tracy Challenor
Dance
Key Stage 2
The Vikings
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Lesson Plan for Key Stage 2 Dance
Curriculum Objectives: Apply & develop a broad range of movement skills
Learn how to use these in different ways
Link them to make actions & sequences of movement
Enjoy communicating and collaborating with each other
Develop an understanding of how to improve
Learn how to evaluate and recognise own success
Learning Outcomes: Use a variety of movements in isolation and combination
Develop flexibility, strength, technique, control and balance
Perform dances using a range of movement patterns
Compare and evaluate performances against previous ones
Demonstrate improvement to achieve personal targets
Unit Contents:
Week 1: Dragon Ship
Week 2: Viking Raid
Week 3: Viking Gods
Week 4: Viking Gods (continued)
Week 5: Dance, Rehearse and Improve
Week 6: Rehearse, Evaluate and Perform
Tracks Used
“Epic Adventure”
“Catch Me If You Can”
“Into Battle”
“Take Flight”
“Predator”
“Back and Forth and Round We Go”
“Sailors Jig”
“The Ladder”
“Temptation”
“Icebergs”
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Week 1: Dragon Ship
Starter Show a picture of a Dragon Ship. Discuss briefly the Viking era. Over 1000 years ago Vikings came over from Scandinavia to England, Scotland and even America. They
were skilled sailors and talented ship builders. They are known in history as creating strong and
beautiful boats which skimmed smoothly through the water. These boats were called long ships or
Dragon Ships.
Warm up
‘Dragon Ship’: this is played in the same way as Pirate Ship but adapted to suit the
Viking longship.
Begin with you as the Chief and call out orders for the children to follow:
‘To the prow’ (front of ship) - run to the front
‘To the stern’ (rear of ship) - run to the back
‘Hit the keel’ (base of the ship) – lay down on your stomach
‘Attention on ship’ – shout “Arggghhhh Chief!!”
‘Chief’s quarters’ – run towards the chief
‘Clear the deck’ – everyone must have their feet off the floor
‘Man the Oars’ – quickly find a partner, sit facing, holding hands and perform
rowing actions
‘Shark!!’ – everyone run to a designated base
‘Sick Turtle’ – fall on to your backs and wave hands and feet in the air
‘To the ship’ – move to Chief’s right
‘To the Island’ – Chief’s left.
‘Count the gold’ – count out aloud e.g. “10 pieces of gold“; use expression in
the voice.
Main “Epic Adventure”
Children split into two groups.
Group A – Boat makers and oarsmen.
Group B – The sea, moving around the boat.
A. Group A first works as a team, sharing movement ideas related to creating a ship.
These could be;
Cutting – (tall oak trees were used to make the keel)
Pushing and pulling actions
Lifting and dropping
Bashing nails
What movements can you think of?
How can you work together to create a good sequence?
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
B. Whilst group A are working on their ideas. Guide group B.
With group B, talk about contrasting movements to represent stormy and calm seas.
Give time for children to offer movement ideas.
We want to create a sea around the boat, how can we do this?
C. Whilst group B are working on their sea actions together, guide group A to now
practise rowing in unison. Guide children to create two lines of oarsmen. Work
together to synchronise the rowing actions.
D. Perform the following:
Group A - build boat
Group A - man the oars
Group B – sea enters; moves around the boat
Group B – moves off stage whilst group 1 reaches the beach
Warm Down “Back and Forth and Round We Go”
Traditional Viking Dance: children stand in a circle and spread out, holding hands.
Moving to the left, follow these steps:
Starting with the left leg: step, step, step, kick, step, kick
(side-stepping around the circle)
Continue with this step as you travel, moving left round the circle.
Step, step, step, kick, step kick.
So: Left, right, left, kick, right, kick and then repeat: step, left, right, left, kick,
right, kick.
Work on moving in unison in time to the music.
Key Vocabulary: contrast, directional changes, canon, unison
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Week 2: Viking Raid
Starter Recap what we did last week: what do you remember?
Where did the “Viking “come from? “Old Norse” meaning pirate raid.
Why did the Vikings go exploring, leaving Scandinavia? They came over from Norway,
Denmark and Sweden to settle with their families as land in Scandinavia was hard for farming, they
also came to fight and steal treasures and take slaves to trade.
Warm up “Catch Me If You Can”
Listen to the underlying slow beat in the music and walk slowly in time to this in the
space.
When a child moves close to another class member they change their dynamics to
4x very-quick dodging movements with that child.
They then change their speed and walk on slowly in the space until they meet
another child, and so on.
Main “Into Battle”
When the Vikings reached the shores of England and Scotland they attacked places
like monasteries! Why do you think they did this? Monks would not have great weaponry,
and would have lots of treasure.
A Practise last week’s dance.
B Group A – come off the boats to fight group B, each finding a partner.
C Group B – (who were representing the sea) become the monks.
This movement is ‘non-contact battling’ A child moves towards B child and perform
movements to represent a battle. E.g.:
Child A may perform a pushing action and B responds with a contraction ( as
though they have been punched in the stomach): shoulders close and central
core of the body closes.
Following the contraction, B may then fall to the floor and roll to the side.
Question and answer is used here. (One child performs and the other
responds.)
Give time for each pair to choreograph their own sequence.
D Observe and evaluate a few pairs at a time. Is everyone working sensibly?
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Does the music go well with the movement? Why?
Warm Down Practise the fight scene in slow motion.
Key Vocabulary:
contraction, question and answer, response, dynamics teamwork
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Week 3: Viking Gods
Starter Recap last week’s lesson.
What did you learn? What did you enjoy the most?
Warm up “Take Flight”
This is a spatial-awareness and direction exercise.
Begin with an improvisation: children work on different travelling steps.
With a partner, choose a travelling step.
Together, explore different ways of travelling this step. Here are some ideas:
Sideways
Up and down
Forward and backwards
Out of their space and back home on zigzag pathway
Curved, Square, circular, twisted, criss-cross pathways
Pairs are to keep the same travelling step. When you say ‘change partners’,
the children do so, choosing a different travelling action using directional
changes.
Main “Predator”
A Discuss briefly how Vikings had many gods. What are myths and Legends?
This week we are going to create dances based on 5 different Viking Gods.
Odin – Ruler of the Gods. God of war, wisdom and knowledge, magic and poetry. Odin decided
between a victory and defeat in battle. Odin had two ravens (Thought and Memory) who
reported back to him.
Thor – Son of Odin. Brave and strong God of thunder, ruler of the skies and storms,
protection against giants. Thor had a magic glove, belt and hammer. His hammer caused the
thunder and lightning.
Freyr – God of agriculture and prosperity, ruler of the sun and rain . A kind God who had a
magical sword that could fight by itself.
Freya – Goddess of love and beauty, twin sister of Freyr. Also ruler of War and death. Rode
a chariot pulled by cats and had a cloak of falcon feathers so she could fly.
Loki – The god of Fire, very mischievous, could change shape, tricked a lot of Gods into
making them give him weapons.
Improvisation – imagine you are one of these gods.
B Split into 5 small groups and give each group a picture of one God, along with a
short description of that God (taken from above). Discuss as a whole group what
movements each group could create to represent their given God. (You could make a
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
word bank here of the children’s ideas.)
C When groups have been established, play the music and ask the children to
improvise again but thinking of their given god.
D Give each group wordstrips to aid with their choreography.
Here are some ideas:
Odin – omnipotent, controlled, strong, crouch, grasping, heavy, bound, twist
Thor – strength, leap, heavy, stamp, protect, powerful, erupt, explode,
angular, sharp, spin
Freyr – open and closed, swiftly, sweeping, rolling, burst, gathering, fall
Freya – free-flow, light, spiral, sway, calm, smooth, slow-sustained, balance
Loki – playful, bounce, jerkily, rush, jump, hop, skim, twirl, dodge
Choose 3 or 4 words to give each group to represent their God.
Remember you can use the 5 basic actions. What are these?
Jump – Turn – Travel – Stillness – Gesture
E Give time for each group to share and work on their ideas.
If time permits, choose a group to show their work so far.
Did the movement represent the God well?
Warm Down “Sailors Jig” Practise the traditional Viking dance from week 1, using quicker rhythm.
How could we develop this further?
Key Vocabulary: evaluate, control, slow-sustained, balance, angular, jerkily, omnipotent
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Week 4: Viking Gods (continued)
Starter Recap the Viking gods from last week. What do you remember about the gods?
We are going to continue our work on our Viking dances.
Warm up “The Ladder”
Find a partner. Encourage children to choose different partners each time.
First listen to and appreciate the music: does the title of the music relate to the
music? How? Discuss the piece further.
i) Move away from one another and then come back together
ii) Circle each other gradually, getting further apart
iii) Make contact with your partner, e.g. hand flat against partner’s hand
iv) Move away and repeat
When you come back together, the other child chooses a different part of
the body to make contact with, e.g. elbows.
Complete the gradual circle each time, making contact then moving away.
Extend: Choose a travelling move to move away and a different move when
coming back.
Main “Predator”
A In groups, practise last week’s work on Viking Gods.
B Now children should more or less have their moves: work on how they are going to
perform them, with beginning, middle and ending in mind.
How can you perform these moves? Where are we going to travel to? E.g.:
patterns and pathways
change direction
use levels, different speeds, unison and canon, meeting and parting, side
by side ,
whilst other dancer may be still in position and two children may begin
off stage, follow in one behind the other.
Begin to link the steps with smooth transitions, pushing and pulling, simple weight
bearing activities: e.g. leans, tilts, supporting one another, back to back, over,
under, through and around.
C After time given to practise, the groups watch one another, being good critical
friends.
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Does the movement go well with the stimuli? The music and Gods representation?
Cool Down “Take Flight” Trust/spatial-awareness activity: in pairs, one child closes their eyes and the other
leads them around the space.
Explain the importance of being sensible. The children take their partners on a
journey, moving on different levels; changing speed and direction.
Key Vocabulary: smooth transitions, meeting and parting, trust
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Week 5: Dance Rehearsal and Improvement
Starter How did you feel the linking of movements went? Did you cover interesting
‘What?’s, exciting ‘How?’s and imaginative ‘Where?’s?
Warm up “Temptation”
All children travel in the general space, performing any dance action. As the
children are moving, call out different levels:
low
medium
high
The children respond by changing their levels accordingly.
Extend: low-high
med-low
high-medium
Extend further: low–lower-high-low.
med-high–higher- low
etc.
Main “Epic Adventure”
“Into Battle”
“Predator”
A Practise Viking Gods dance: ensure good clear beginning, middle and ending.
Clear ‘What’ moves – e.g. leaps; ‘How’ moves – e.g. side by side in unison; ‘Where’
moves – e.g. travelling on a zigzag path
B Practise Dragon Ship dance. Work to improve.
C Practise Viking Raid. Work to improve.
D Add on Viking Gods dance. Work on smooth transitions.
E Record and evaluate.
Warm Down “Icebergs” Slowly let the body fall to the ground safely.
Lay on back; flex and extend hands and feet.
Tense and relax different muscle groups . Work from feet up to shoulders.
Whisper a God and that group slowly roll over and move to line up.
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Key Vocabulary: flexion, extension, low, medium, high, levels, tension, relaxation
The Vikings
© 2014 Dance Notes
Madmusik, 62 Holcombe Vale, Bathampton. BA2 6UX; [email protected]; +44 (0)1225 313082; Fax: 0871 528 3291
Week 6: Rehearse, Evaluate and Perform
Starter
What have you enjoyed when learning about the Vikings?
What was your favourite piece of music and why?
Warm up “The Ladder”
Duet. Improvisation about speed:
Find a new partner: one child is ‘A’, one child is ‘B’
A moves quickly, B chooses a slow movement
A responds with a slow movement, B chooses a quick movement
A moves quickly, B chooses a slow movement
A responds with a slow movement, B chooses a quick movement
etc.
Main “Epic Adventure”
“Into Battle”
“Predator”
A Practise Dragon Ship.
B Practise Viking Raid.
C Practise Viking Gods.
D Perform to an audience if possible.
Warm Down “Sailors Jig”
Viking Traditional dance: practise and perfect.
Add on ideas suggested by the children.
Key Vocabulary: speed, quick, slow, dynamics
