🎵

Lesson 3 - Creating Animal Movement Sequences

Zoo Animal Adventures Through Creative Movement

•

Year 1

•

Dance

•

45 min

Big Question

How can we become champion animal dancers by creating our own movement patterns?

Learning Objectives

To respond to rhythm using a range of controlled movements
To control and coordinate bodies to perform a motif
To create clear movements that represent different animals

Key Outcomes

Students will create and perform a 3-movement animal motif
Students will work in pairs to combine their motifs
Students will demonstrate control and expression in their movements

Equipment & Resources Required

Music Player

Position for clear sound across whole space

Alternative: Tablet with bluetooth speaker

Drum

Keep within easy reach for rhythm activities

Alternative: Wooden blocks, claves

Thematic Music Playlist

Test volume levels before lesson

Alternative: Carnival of Animals, jungle sounds, rhythmic music

Cards

20-30

Mix of big and small zoo animals for inspiration

Alternative: Digital images on screen

Key Vocabulary

Motif

A short pattern of movements that can be repeated

Unison

Moving at exactly the same time as your partner

Cannon

One person starts, then the partner follows like an echo

Rhythm

The beat or pattern of sounds in music

Expression

Using your face and body to show feelings and character

Skill Progression Pathway

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

Prior Learning

Basic animal movements from previous zoo lessons
Understanding of fast and slow movements
Ability to freeze when music stops

Current Skills

Creating and repeating movement motifs
Responding to rhythmic patterns
Working in pairs to combine movements

Next Steps

Developing longer dance sequences
Using different levels and directions
Creating group choreography

Milestone Indicators

Can repeat a 3-movement sequence consistently

Shows clear difference between big and small animal movements

Demonstrates control and expression in performance

Key Teaching Points

Champion dancers have control, clear movements, and expression
Motifs are patterns of movements that can be repeated exactly
Different animals move in different ways reflecting their size and character
Unison means moving together at the same time
Cannon means one person leads and the other follows
Working with a partner requires communication and cooperation
Rhythm and timing make dance more effective

Common Misconceptions

Thinking champion dancing means moving fastest - emphasise control and quality
Believing all animals move the same way - highlight unique characteristics
Assuming motifs can change each time - stress repetition and consistency
Thinking unison and cannon are the same thing - demonstrate clear differences
Believing dance is only about movement - include expression and feeling

SEN Adaptations

ADHD

Frequent movement breaks built into lesson, clear boundaries and expectations, use high-energy animals positively

dyspraxia

Break down motifs into smaller parts, allow extra practice time, provide physical support if needed for movement coordination

autism spectrum

Provide visual schedule of lesson activities, offer quiet space if overwhelmed, use preferred animals as starting point

visual impairment

Use descriptive language for animal movements, provide tactile animal toys for inspiration, pair with sighted buddy for spatial awareness

hearing impairment

Use visual signals for rhythm, provide vibrating drum for rhythm feeling, emphasise visual demonstration of motifs

physical disability

Adapt animal movements for seated or supported positions, focus on upper body or possible movements, ensure inclusive pair work

Cross-Curricular Links

English

Descriptive vocabulary for movements, communication with partners, following and giving instructions

Maths

Counting beats and rhythms, creating patterns and sequences, understanding first, second, third in motif order

Science

Animal characteristics and habitats, how different animals move and why, understanding bodies and movement

Geography

Where different animals live in the world, zoo environments and habitats

PSHE

Working cooperatively, building confidence, respecting others' ideas, celebrating differences

Teacher Guidance

Positioning

Move around space to observe all students, position centrally for demonstrations, be accessible during pair work

Observation Focus

Look for control and coordination, creative expression, cooperation skills, understanding of rhythm

Intervention Points

Step in if students struggling with motif creation, support pair conflicts, help with rhythm difficulties

Demonstration Notes

Always demonstrate with high energy and clear movements, show both correct and incorrect examples for clarity, involve students in demonstrations when appropriate

Verbal Cues

•'Big, clear movements!'
•'Show me your animal's character!'
•'Listen to the rhythm!'
•'Work together like a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, larger preferable for pair work

Surface Check

Non-slip surface, check for any wet patches or obstacles

Equipment Safety

Safety Checks

•Check volume levels are appropriate
•Ensure music player cables don't create trip hazards
•Drum/tambourine used safely and appropriately

Risk Management

Key Risks

•Collisions during movement
•Over-excitement leading to unsafe movement
•Falls during floor-based animal movements

Risk Mitigation

•Clear space boundaries established
•Regular reminders about spatial awareness
•Control energy levels throughout lesson
•Model safe ways to perform low-level movements

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during movement
•Move around space during pair work
•Monitor energy levels and adjust accordingly

Emergency Procedures

Stop all music and movement immediately, assess situation, provide appropriate first aid if needed, contact office if required