Lesson 6 - Jungle Performance Review and Improvement
Creative Jungle Adventures Through Movement and Expression
•Reception
•Dance
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How can we perform our jungle dance to show our best movement skills?
Learning Objectives
- To understand what makes a good dance performance
- To give helpful feedback using dance vocabulary
- To improve our own performance based on partner feedback
Key Outcomes
- Students will perform their jungle sequence with improved timing and expression
- Students will identify specific elements of good performance
- Students will give constructive feedback using dance terminology
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: iPad with portable speaker
Queue up 'I Want to Be Like You' track
Alternative: Other jungle-themed music
Positioned to capture whole performance area
Alternative: Phone camera
Ready for performance checklist
Alternative: Flip chart paper
Distributed around performance area if available
Alternative: Clapping hands, wooden spoons
Key Vocabulary
Dancing in front of an audience to show your skills
Moving your body in time with the music
Helpful comments about someone's dancing
High, middle and low positions in dance
Showing feelings and character through movement
A series of movements in a particular order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jungle-themed movements and gestures
- Simple travelling patterns
- Understanding of levels in dance
Current Skills
- Performance skills and presentation
- Peer evaluation and feedback
- Musical timing and rhythm
Next Steps
- Creating own dance sequences
- Leading group performances
- Advanced rhythm and timing work
Milestone Indicators
Key Teaching Points
- Maintain supportive atmosphere throughout performance activities
- Use specific dance vocabulary when giving feedback
- Encourage application of feedback for immediate improvement
- Model positive audience behaviour and respectful listening
- Celebrate effort and progress over perfect performance
- Ensure equal participation in both performing and feedback roles
- Use performance checklist consistently for objective evaluation
Common Misconceptions
- Performance must be perfect to be successful - emphasise effort and improvement
- Feedback should focus on mistakes - teach positive feedback first approach
- Only confident children can perform well - support all children to feel successful
- Timing with music is too difficult for Reception - break down into manageable steps
- Feedback is just being nice - teach specific and helpful observation skills
SEN Adaptations
ADHD
- Short performance segments, clear boundaries, regular movement breaks, positive reinforcement
dyspraxia
- Simplified sequences, extra practice time, peer buddy support, focus on effort over precision
autism spectrum
- Clear routine structure, visual schedule, quiet space available, advance notice of filming
visual impairment
- Clear verbal descriptions of performance area, tactile boundaries, partner support for navigation
hearing impairment
- Visual demonstration of rhythm patterns, vibrating surfaces for beat, clear visual cues for timing
physical disability
- Adapted movements for wheelchair users, seated performance options, modified feedback activities
Cross-Curricular Links
English
Speaking and listening skills during feedback, developing vocabulary for performance description
Art
Expression through movement, understanding performance as creative art form
Music
Understanding rhythm and beat, responding to musical structure and tempo
PSHE
Building confidence, giving and receiving feedback, celebrating achievements and supporting others
Teacher Guidance
Positioning
Move around space to observe all children, position near video equipment when filming
Observation Focus
Performance confidence, feedback quality, application of improvements, safety awareness
Intervention Points
Support children who struggle with feedback, guide performance discussions, manage excitement levels
Demonstration Notes
Model enthusiastic appreciation of performance, show how to give specific feedback, demonstrate active listening skills
Verbal Cues
- •'Beautiful timing!'
- •'I can see you listening carefully!'
- •'Show me your improvement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear performance area, additional space for audience seating
Surface Check
Non-slip surface, clear of obstacles, adequate cushioning for floor work
Equipment Safety
Safety Checks
- •Video equipment secured and positioned away from movement area
- •Music equipment positioned safely with no trailing wires
- •Rhythm sticks checked for splinters if used
Risk Management
Key Risks
- •Collisions during group performance
- •Trips over equipment or audience members
- •Over-excitement leading to loss of control
Risk Mitigation
- •Clear performance boundaries established
- •Safe audience positioning away from movement
- •Regular reminders about controlled movement
- •Adult supervision of video equipment
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all children during performance
- •Monitor energy levels and behaviour
- •Ensure equal participation in feedback activities
Emergency Procedures
Stop music immediately if injury occurs, clear space for first aid, have contact details available