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Lesson 5 - Creating Animal Dance Sequences in Pairs

Creative Animal Expression Through Movement and Partnership

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Year 1

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Dance

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45 min

Big Question

How can we work together with a partner to create exciting animal movements that tell a story?

Learning Objectives

To work effectively in pairs showing good cooperation and communication skills
To use pictures as stimulus for creative and imaginative animal movements
To demonstrate use of levels, directions and unison when creating and performing dance sequences

Key Outcomes

Students will create the second 8-16 counts of their pairs dance phrase using animal pictures as inspiration
Students will perform sequences showing clear use of levels and directions
Students will give and receive constructive feedback to improve their performance

Equipment & Resources Required

Cards

4 large cards for corners

Place one card in each corner of the space before lesson

Alternative: Draw animal pictures on whiteboard, use animal toys

Music Player

1 system

Test volume levels and queue tracks before lesson starts

Alternative: Tablet with portable speaker, phone with speaker

Animal Action Warm-Up Music

1 track

Have track ready to play at lesson start

Alternative: Any upbeat children's animal song, teacher singing

Matilda Soundtrack

1 track - 'I Just Can't Wait to be King'

Practice stopping and starting music for activity control

Alternative: Any medium tempo children's music, drumbeat

Jungle Book Music

1 track - 'I'm the King of the Swingers'

Main track for performance section - ensure good quality sound

Alternative: Other jungle/animal themed music, rhythmic percussion

Video Device

1 (tablet/phone)

Position for clear view of whole class, check battery/storage

Alternative: Ask teaching assistant to observe and note performance

Key Vocabulary

Sequence

A series of dance movements performed one after another

Levels

The height at which we move - high (standing/jumping), medium (crouching), low (on floor)

Unison

When partners move at exactly the same time

Direction

The way we face or move - forwards, backwards, sideways, turning

Cooperation

Working together well with your partner by listening and sharing ideas

Skill Progression Pathway

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

Prior Learning

Basic understanding of high and low levels
Simple animal movements from previous lessons
Experience moving to music with rhythm

Current Skills

Partner cooperation and communication
Creating sequences using visual stimuli
Combining levels, directions and timing

Next Steps

Extended choreography with smooth transitions
Group choreography and formations
Performance skills and audience awareness

Milestone Indicators

Can maintain partnership throughout activity

Shows clear contrast in levels and directions

Demonstrates basic understanding of sequence structure

Key Teaching Points

Partnership cooperation is as important as individual skill development
Visual stimuli should inspire creative interpretation, not literal copying
Clear counting and structure help students develop sequence memory
Feedback should be specific and focused on technical elements
Performance confidence grows through supportive peer interaction
Smooth transitions maintain the artistic flow of the complete dance
Level and directional variety creates visual interest and technical challenge

Common Misconceptions

Thinking unison means moving at exactly the same speed rather than the same time
Believing creativity means completely abandoning structure or technique
Assuming feedback must be critical rather than constructively supportive
Thinking longer sequences are automatically better than well-performed shorter ones
Believing animal movements must be literal representations rather than inspired interpretations

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries for working spaces, immediate positive reinforcement for cooperation

dyspraxia

Simplified sequences with extra practice time, visual cues for spatial awareness, support for coordination challenges

autism spectrum

Clear visual schedule of lesson structure, quiet preparation time before performances, consistent partner pairings

visual impairment

Verbal descriptions of animal pictures, tactile exploration of animal characteristics, buddy system for movement guidance

hearing impairment

Visual demonstrations of all instructions, hand signals for music cues, written sequence cards

physical disability

Adapted animal movements for seated or limited mobility, modified partner positions, focus on achievable range of movement

Cross-Curricular Links

English

Vocabulary development through animal descriptions, verbal communication during partner work

Science

Animal characteristics and habitats, understanding of animal movement patterns

Art

Visual interpretation skills, understanding how images inspire creative expression

PSHE

Cooperation skills, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Circulate between pairs during creation, central position for demonstrations and whole class instruction

Observation Focus

Watch for cooperation quality, creative use of stimuli, technical development of sequences

Intervention Points

Step in if partnerships struggling, provide additional inspiration for creative blocks, support feedback skills

Demonstration Notes

Use exaggerated movements for clarity, model positive partnership behaviour, show range of creative possibilities

Verbal Cues

•'Show me high and low!'
•'Move together like one person!'
•'What does this picture make you think of?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for pairs work and transitions

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Animal picture cards secured and placed away from movement areas
•Recording device positioned safely out of movement space
•Music equipment cables managed to prevent tripping

Risk Management

Key Risks

•Collisions between pairs during transitions
•Slips during directional changes
•Over-excitement leading to unsafe movements

Risk Mitigation

•Clear boundaries established for each pair's working space
•Controlled transitions with teacher guidance
•Emphasis on controlled, purposeful movement rather than speed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during creation time
•Circulate during peer feedback to monitor interactions
•Monitor final performance for safe spacing and movement

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, continue with modified activity if safe