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Lesson 6 - Repetition and Expression in Dance

Jungle Book Dance Adventure

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Year 1

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Dance

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45 min

Big Question

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

Mats

4 mats

Place one mat in each corner of the room

Alternative: Cones or hoops to mark corners

Music Player

Central position for clear sound distribution

Alternative: Tablet or phone with speaker

Jungle Book Music

Various tracks

Have multiple track options ready

Alternative: Any rhythmic music suitable for dance

Yoga Cards

4 sets

Tiger, Fish, Monkey, Parrot cards for each mat

Alternative: Hand-drawn pictures or verbal instructions

Key Vocabulary

Repetition

Doing the same movement or action more than once

Dance phrase

A short sequence of movements that tells part of a story

Expression

Showing feelings or emotions through your body and face

Choreography

Planning and creating dance movements in a special order

Start position

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

Holds positions for required counts

Shows clear repetition in movement

Expresses character or emotion through dance

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