And then what about in relation to like how you are using the space? Strong movements, fast movements! How else would you describe that kind of movement that you were making?Įdgy, that’s good.

We’re looking for words that describe the action, the space the dynamic, and sometimes even the relationship between them. We’re looking for words like sharp, sudden, quick, brisk, all those kinds of words. The dynamics in this case is really important. You’re going to hope that they’re going to describe the action, the jump, the turn, the travel, whatever it is, but also how they do the action. When I’m going round talking to the children and asking them to describe what they have been doing, what sort of things do I need them to be saying or listening out for? Quick and sudden movement and then I went (demonstrates) with my elbow. The lesson is about improvisation here - exploring movement ideas. We’re looking for balance, control, co-ordination, flexibility and placement in their movements. The plan here is to address the physical skills of dance and see whether the children can perform a wide range of actions and use dynamics to convey the idea of lightning. Is there a way you could do these brilliant angles and jagged lines with two different body parts at the same time? Morning everyone! Love your lightning shapes. They’re just beginning to explore some dance movement ideas that are inspired by their work on the Blitz. The first thing I’d like you to do as our warm up is to use just one of your arms to make the shape of lightning. I’m here at Heathbrook Primary School in Lambeth, South London, where I’ve been working with a fantastic Year 6 class and their teacher Bekki.

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