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Lesson 5 - Story Dance Structure

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 our bodies to tell a story through dance, just like in The Jungle Book?

Learning Objectives

To compose a short dance sequence that shows sensitivity to the theme of friendship and separation
To demonstrate greater control, coordination and spatial awareness in movement patterns
To create a dance with a clear beginning, middle and end structure

Key Outcomes

Students will create and perform a partner dance showing Mowgli's journey
Students will demonstrate improved spatial awareness and movement control
Students will understand and apply the three-part structure of dance composition

Equipment & Resources Required

Music Player

Position centrally for clear audio throughout space

Alternative: Tablet or phone with speaker

Instrumental Music

1 track

Pre-loaded and tested before lesson

Alternative: Similar themed instrumental music

Cones

15-20

Used to mark individual dance spaces for pairs

Alternative: Spot markers, bean bags, or tape lines

Sun Markers

1 set

For displaying dance structure prompts

Alternative: Flip chart paper and pens

Key Vocabulary

Sequence

A series of movements performed one after another in a specific order

Theme

The main idea or story that the dance is trying to show

Structure

How a dance is organised with a beginning, middle and end

Characterisation

Acting like the character you are representing through your movements

Spatial awareness

Knowing where you are in the space and being aware of others around you

Skill Progression Pathway

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

Prior Learning

Basic movement patterns and locomotion
Following simple instructions and commands
Working safely in a shared space
Basic understanding of counting and rhythm

Current Skills

Creating structured dance sequences with beginning, middle and end
Using movement to express themes and emotions
Working collaboratively with a partner in dance
Demonstrating spatial awareness and control

Next Steps

Developing more complex dance narratives
Using different levels and pathways in dance
Creating group dances with multiple characters
Adding props and costumes to enhance storytelling

Milestone Indicators

Can hold start and end positions for 3 seconds

Demonstrates clear transitions between dance sections

Shows awareness of partner and surrounding space

Performs with growing confidence and expression

Key Teaching Points

Emphasise that every dance needs a clear beginning, middle and end structure
Connect movement choices to the emotional theme of friendship and separation
Demonstrate the importance of holding start and end positions for performance clarity
Encourage creative interpretation while maintaining story connection
Foster positive partnership working and mutual support
Build performance confidence through practice and encouragement
Maintain spatial awareness and safety throughout all movement activities

Common Misconceptions

Thinking dance is just about moving to music without purpose or structure
Believing that movements don't need to connect to the story or theme
Assuming that holding still positions isn't important in dance
Thinking that only 'good dancers' can create meaningful movement sequences
Believing that dance performances don't need an audience or performance quality

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear boundaries and frequent positive reinforcement

dyspraxia

Allow extra practice time, provide step-by-step movement breakdowns, use mirroring support from partner or teacher

autism spectrum

Provide clear structure visual schedule, offer quiet space if needed, use consistent routine and predictable timing throughout lesson

visual impairment

Use clear verbal descriptions of positions and movements, provide tactile guidance for space boundaries, ensure partner provides additional spatial support

hearing impairment

Use visual demonstrations and gestures, provide written structure prompts on board, ensure clear sight lines for lip reading and visual cues

physical disability

Adapt movements to suit individual capabilities, allow seated or modified positions, focus on upper body expression if needed

Cross-Curricular Links

English

Story structure and narrative understanding, character development and emotions, vocabulary development through movement themes

Maths

Counting in 8s and timing sequences, understanding of 3-second duration, spatial concepts of close/far and positioning

Music

Responding to rhythm and mood in music, understanding how music supports storytelling and emotional expression

PSHE

Working cooperatively in partnerships, expressing emotions appropriately, building confidence through performance

Teacher Guidance

Positioning

Move around the space to observe all pairs, position centrally during whole-class instruction

Observation Focus

Watch for creative expression, partnership cooperation, structural understanding, and safe movement

Intervention Points

Step in when pairs struggle with cooperation, need creative suggestions, or safety concerns arise

Demonstration Notes

Use student volunteers to demonstrate key concepts; show clear examples of positions and timing; model positive partnership working

Verbal Cues

•'Show me your friendship in your start position!'
•'Make your movements big and clear so we can see the story!'
•'Hold that position - let the audience see it!'
•'Remember your space - stay inside your cones!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space, minimum 8m x 12m, clear of obstacles

Surface Check

Clean, non-slip surface suitable for dance movement and partner work

Equipment Safety

Safety Checks

•Cones checked for cracks or sharp edges before distribution
•Music equipment positioned safely away from movement areas
•Adequate spacing between dance areas to prevent collisions

Risk Management

Key Risks

•Collisions between pairs during enthusiastic movement
•Trips over cone markers during dance sequences
•Overexertion during warm-up or practice phases
•Partnership conflicts affecting emotional safety

Risk Mitigation

•Clear boundaries established for each pair's dance space
•Regular reminders about spatial awareness and control
•Teacher circulation to monitor safety and provide support
•Emphasis on controlled movement rather than wild actions

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all dance spaces during practice
•Monitor partnership dynamics and intervene if needed
•Watch for signs of fatigue or overexertion
•Ensure inclusive participation and positive atmosphere

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support as needed