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Lesson 6 - Jungle Performance Showcase

Jungle Adventures Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

What makes a jungle dance performance special and exciting to watch?

Learning Objectives

To understand what makes a good performance
To give helpful feedback to partners using dance vocabulary
To improve personal performance based on partner feedback

Key Outcomes

Students will perform their jungle dance sequence with improved timing and confidence
Students will use simple dance vocabulary to give constructive feedback
Students will demonstrate self-evaluation skills when watching their own performance

Equipment & Resources Required

Tunnel Systems

Test volume and sound quality before lesson

Alternative: Phone/tablet with speaker, CD player

Matilda Soundtrack

Cue up 'I Want to Be Like You' and warm-up track

Alternative: Any jungle-themed music with clear beat

Video Device

Ensure battery charged and sufficient storage space

Alternative: Phone, tablet, or camera

Sticks

30 (optional)

Distribute safely, collect after rhythm activity

Alternative: Pencils, rulers, or clapping hands

Whiteboards

Pre-write performance checklist or space for student ideas

Alternative: Large paper and markers

Key Vocabulary

Performance

Dancing for an audience with confidence and skill

Timing

Moving your body in time with the music beat

Levels

How high or low your body is - high, middle, or low

Expression

Showing feelings and character through your face and body

Feedback

Helpful comments about what someone did well and what they could improve

Sequence

Dance movements that follow each other in order

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic jungle animal movements and sounds
Simple sequence memory
Understanding of levels (high, middle, low)
Basic rhythm and timing awareness

Current Skills

Performance quality and presentation
Peer evaluation using dance vocabulary
Self-reflection and improvement
Timing and musical awareness

Next Steps

Creating original dance sequences
Leading group performances
Advanced feedback and evaluation skills
Cross-curricular storytelling through dance

Milestone Indicators

Maintains eye contact with audience during performance

Moves confidently in time with music

Uses appropriate dance vocabulary in feedback

Shows visible improvement between first and final performance

Key Teaching Points

Create a supportive, celebratory atmosphere where all children feel confident to perform
Use specific, positive language when giving feedback and teach children to do the same
Connect rhythm activities to the music children will perform to
Emphasise improvement and effort over perfection in performance
Model excellent audience behaviour and respectful peer evaluation
Ensure all children have equal opportunities to perform and give feedback
Use video recordings as learning tools for self-evaluation and growth

Common Misconceptions

Thinking good performance means being the loudest or most energetic - emphasise control and expression
Believing feedback should only point out mistakes - teach positive, constructive feedback methods
Assuming all children should perform identically - celebrate individual expression within structure
Thinking rhythm means moving fast - emphasise steady, controlled timing with the music
Believing some children 'can't dance' - focus on personal progress and effort
Expecting immediate improvement - emphasise that learning takes time and practice

SEN Adaptations

ADHD

Movement breaks incorporated naturally, clear boundaries, positive immediate feedback, shorter attention spans accommodated

dyspraxia

Additional practice time, simplified movement patterns, focus on effort over precision, visual and verbal instructions combined

autism spectrum

Clear structure with visual timetable, predictable routine, quiet space available if overwhelmed by applause, advance preparation for filming

visual impairment

Use verbal descriptions of checklist items, ensure children can feel rhythm through vibration or touch, buddy system for spatial awareness

hearing impairment

Visual cues for rhythm (teacher clapping, hand signals), written checklist displayed clearly, vibrations for music timing

physical disability

Adapted movements within child's range, seated performance options, alternative feedback methods (pointing, nodding)

Cross-Curricular Links

English

Speaking and listening skills during feedback, vocabulary development, storytelling through movement

Maths

Counting beats, sequencing movements, spatial awareness and positioning

Science

Understanding how exercise affects heart rate, body awareness during movement

Art

Creative expression through movement, understanding of performance as art form

Music

Rhythm and beat recognition, listening skills, musical expression and interpretation

PSHE

Self-confidence, giving and receiving feedback kindly, celebrating achievements, teamwork

Teacher Guidance

Positioning

Move between audience and performers during peer evaluation, near whiteboard during checklist creation

Observation Focus

Performance confidence, use of dance vocabulary in feedback, improvement between attempts

Intervention Points

Support children giving feedback, encourage shy performers, ensure inclusive participation

Demonstration Notes

Model enthusiastic performance, demonstrate clear feedback language, show appreciation for all efforts

Verbal Cues

•'Show me your jungle animal expression!'
•'Listen to the beat and move with it'
•'What positive thing did you notice?'
•'How could they make it even better?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space for group performance, additional space for audience seating

Surface Check

Non-slip surface, free from obstacles, adequate lighting for filming

Equipment Safety

Safety Checks

•Test music system volume levels
•Secure rhythm sticks distribution and collection
•Check recording device is stable and positioned safely

Risk Management

Key Risks

•Collisions during group performance
•Over-excitement during applause and celebration
•Improper stretching technique
•Equipment misuse

Risk Mitigation

•Clear performance boundaries established
•Adequate spacing between children during movement
•Controlled distribution of any rhythm instruments
•Proper warm-up and cool-down procedures

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performers
•Monitor peer feedback for kindness
•Ensure safe stretching positions

Emergency Procedures

Standard first aid procedures, clear access routes maintained, teacher whistle available for immediate attention