Lesson 6 - Repetition and Expression in Dance
Jungle Book Dance Adventure
•Year 1
•Dance
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How can we use repetition to tell our favourite story from The Jungle Book through dance?
Learning Objectives
- Choose and link actions to make short dance phrases that reflect rhythmic qualities
- Explore repetition through a dance sequence using counting
- Perform dance phrases that express ideas and feelings from The Jungle Book
Key Outcomes
- Students will create dance phrases using repetition and counting
- Students will express emotions and stories through dance movement
- Students will perform confidently with a partner showing clear structure
Equipment & Resources Required
Place one mat in each corner of the room
Alternative: Cones or hoops to mark corners
Central position for clear sound distribution
Alternative: Tablet or phone with speaker
Have multiple track options ready
Alternative: Any rhythmic music suitable for dance
Tiger, Fish, Monkey, Parrot cards for each mat
Alternative: Hand-drawn pictures or verbal instructions
Key Vocabulary
Doing the same movement or action more than once
A short sequence of movements that tells part of a story
Showing feelings or emotions through your body and face
Planning and creating dance movements in a special order
The shape you make with your body before you begin dancing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements
- Simple partner work
- Understanding of high, medium, and low levels
Current Skills
- Creating dance phrases with repetition
- Expressing emotions through movement
- Performing with a clear structure
Next Steps
- Creating longer dance sequences
- Using different rhythmic patterns
- Developing more complex partner choreography
Milestone Indicators
Key Teaching Points
- Repetition means doing a movement more than once to create interest
- Hold start and end positions for exactly 3 seconds with stillness
- Count 8 beats clearly for each action section
- Express emotions and story through facial expressions and body language
- Partner work requires cooperation, communication and compromise
- Performance energy means using bigger, clearer movements for audience
- Feedback should be specific, positive and helpful for improvement
Common Misconceptions
- Repetition means exactly the same - clarify that slight variations are natural
- Louder music means better dancing - emphasise control and expression over volume
- Only complex movements are good - celebrate simple, well-executed actions
- Mistakes ruin performances - teach that adjusting and continuing shows skill
- Dancing is only for certain people - emphasise that everyone can express through movement
SEN Adaptations
ADHD
- Regular movement breaks within activities, clear short instructions, immediate feedback, choice in expression levels
dyspraxia
- Extra practice time for coordination, simpler movement patterns, step-by-step breakdown of sequences
autism spectrum
- Clear structure with visual schedule, consistent routines, quiet space available, predictable partner arrangements
visual impairment
- Clear verbal descriptions of movements, tactile guidance for positions, partner support for spatial awareness
hearing impairment
- Visual demonstrations of rhythm, vibrations from music through floor, clear visual cues for timing
physical disability
- Adapted movements using available mobility, seated versions of actions, focus on upper body or available movement
Cross-Curricular Links
English
Storytelling through movement, vocabulary development (repetition, expression, choreography), speaking and listening during feedback
Maths
Counting in 8s, understanding patterns and repetition, timing and rhythm
Art
Creative expression, understanding how repetition is used in visual patterns, linking movement to visual storytelling
PSHE
Cooperation and teamwork, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Move around the space to observe all pairs, position centrally for demonstrations
Observation Focus
Watch for understanding of repetition, quality of partner cooperation, expression in performance
Intervention Points
Step in if students struggling with concept, unsafe movement, or negative interactions
Demonstration Notes
Use exaggerated movements to show repetition clearly, emphasise counting and timing, model positive feedback language
Verbal Cues
- •'Show me repetition!'
- •'Make it even bigger!'
- •'Count those 8 beats!'
- •'What story are you telling?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space, minimum 10m x 8m clear area
Surface Check
Clean, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Mats placed securely in corners
- •Music equipment positioned safely
- •No trailing cables in movement area
Risk Management
Key Risks
- •Collisions during partner work
- •Dizziness from spinning movements
- •Trips or falls during travelling
Risk Mitigation
- •Clear boundaries and adequate spacing between pairs
- •Monitor spinning activities for moderation
- •Teach safe falling and recovery techniques
- •Regular checks for fatigue or dizziness
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all pairs
- •Monitor energy levels throughout lesson
- •Watch for positive interactions during peer work
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support