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Lesson 5 - Partner Choreography and Jungle Performance

Jungle Adventures Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

How can we work together to bring jungle pictures to life through dance?

Learning Objectives

To work collaboratively in pairs showing good listening skills and cooperation
To use picture stimuli to create imaginative and creative dance movements
To develop performance skills by combining individual and group sections

Key Outcomes

Students will create a 4-count dance action in pairs inspired by jungle imagery
Students will perform a complete jungle dance sequence with individual and group sections
Students will demonstrate improved listening skills and creative collaboration

Equipment & Resources Required

Cards

1 set (15-20 different images)

Pre-select images showing clear animal actions and positions

Alternative: Printed photos from books, tablet images

Music Player

1 set

Test volume levels and queue tracks in advance

Alternative: Laptop with speakers, portable speaker

Matilda Soundtrack

Downloaded tracks

Key tracks: 'Down in the Jungle', 'Monkeys kidnap Mowgli', 'I want to be like you'

Alternative: Similar jungle-themed music, animal sounds playlist

Coloured mats or spots

15 (1 per pair)

Spread around room for partner working spaces

Alternative: Hoops, carpet squares, masking tape markers

Digital Cameras

For recording final performances if time allows

Alternative: Phone camera, video recorder

Key Vocabulary

Choreograph

To make up or create dance movements and put them together

Partner

Someone you work with to create movements together

Timing

Moving at the same time as the music and your partner

Levels

Moving high up, in the middle, or low down

Performance

Showing your dance to other people

Skill Progression Pathway

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

Prior Learning

Basic fundamental movement patterns (hopping, skipping, jumping)
Simple animal movements and characteristics
Experience working individually in dance activities

Current Skills

Partner cooperation and communication in creative tasks
Creating movements from visual stimuli
Combining individual and group performance elements

Next Steps

Extended group choreography with more complex patterns
Leading and following skills in dance partnerships
Self and peer evaluation of dance performances

Milestone Indicators

Child initiates ideas during partner work

Sustained focus during 4-count sequence creation

Clear differentiation between individual and group movement qualities

Key Teaching Points

Model enthusiastic collaboration and creative risk-taking to encourage children's participation
Use picture stimuli as concrete starting points to scaffold creative movement development
Maintain focus on process over product - celebrate effort and cooperation rather than polished performance
Build rhythm and timing skills through consistent counting and musical accompaniment
Create inclusive environment where all movement interpretations are valued and celebrated
Develop sequence memory gradually through repetition and clear structural markers
Support emotional regulation through positive feedback and manageable challenge levels

Common Misconceptions

That there are 'right' and 'wrong' ways to interpret animal movements - emphasise creativity over accuracy
That partners must move identically - encourage complementary movements and individual expression within partnership
That performance quality should be adult-standard - focus on age-appropriate achievement and personal progress
That shy children cannot participate meaningfully - provide multiple ways to contribute and support confidence building
That dance requires formal technique - emphasise natural movement and personal expression over technical precision

SEN Adaptations

ADHD

Movement breaks built into structure, clear physical boundaries, immediate positive feedback, shorter activity segments

autism spectrum

Clear visual schedule showing lesson sequence, quiet space available if needed, consistent routines and familiar music choices

visual impairment

Use high-contrast picture cards, provide tactile objects representing animals, clear verbal descriptions of movements and space

hearing impairment

Visual cues for rhythm and counting, vibrating speaker for music feel, clear visual demonstrations with exaggerated movements

physical disability

Adapted movements focusing on abilities, seated dance options, modified partner positions, alternative ways to show creativity

Cross-Curricular Links

Maths

Counting to four in rhythm, understanding sequence and pattern, spatial awareness and positioning

Teacher Guidance

Positioning

Move between pairs during creation time, stand where all can see during demonstrations, maintain central position during group performances

Observation Focus

Partner cooperation and communication, creative interpretation of visual stimuli, rhythm and timing development, inclusion and emotional well-being

Intervention Points

Step in if partnerships become unproductive, support children struggling with creative ideas, ensure all children feel valued and included

Demonstration Notes

Always demonstrate at child level when possible, use exaggerated movements for visibility, provide clear verbal counting for rhythm, model positive partnership interactions

Verbal Cues

•'Partners work together, not separately'
•'What do you notice in your picture?'
•'Let's count together - 1, 2, 3, 4!'
•'Show me how that animal moves!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space for nursery group movement, additional seated area for circle time

Surface Check

Non-slip surface essential, check for any spills or obstacles before lesson

Equipment Safety

Safety Checks

•Picture cards laminated with rounded corners
•Music volume appropriate for young children's hearing
•Camera secured when not in use to prevent accidents

Risk Management

Key Risks

•Collisions during excited animal movements
•Overstimulation leading to loss of control
•Exclusion or conflicts during partner selection
•Emotional distress from performance anxiety

Risk Mitigation

•Clear boundaries established for movement areas
•Calm, supportive atmosphere maintained throughout
•Adult facilitation of inclusive partner selection
•Multiple opportunities for success rather than single performance pressure

Supervision & Emergency Procedures

Supervision Points

•Position to observe all partnerships during creation time
•Monitor emotional responses during sharing activities
•Maintain overview during energetic warm-up movements

Emergency Procedures

Standard first aid procedures available, additional adult support for any children requiring emotional regulation