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Lesson 6 - Zookeeper and Big Cat Relationships

Zoo Animal Adventures Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we tell a story through dance about the special relationship between a zookeeper and a big cat?

Learning Objectives

To explore relationships through movement, creating patterns that show the connection between a zookeeper and a big cat
To create and perform a motif in pairs, demonstrating control and clear actions
To work collaboratively to develop performance skills and provide constructive feedback

Key Outcomes

Students will create contrasting movements to represent both a zookeeper and a big cat character
Students will perform a coordinated sequence showing the relationship between their characters
Students will demonstrate audience skills and provide feedback on performances

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Tablet with speaker, CD player

Animal-Themed Music Tracks

1 playlist

Queue tracks for different sections of lesson

Alternative: Classical music with varying tempos, nature sounds

Markers Cones

8-10

Mark performance area boundaries

Alternative: Spots, beanbags, chalk marks

Pictures

5.5 images

Display where all students can see for inspiration

Alternative: Drawing on whiteboard, verbal descriptions

Key Vocabulary

Motif

A short movement phrase that can be repeated and developed

Canon

When dancers perform the same movement but at different times

Character

The personality and qualities shown through movement

Relationship

How two characters connect and interact through movement

Expression

Using face and body to show feelings and emotions

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 high and low levels in movement
Simple partner work and following instructions

Current Skills

Character representation through movement quality
Creating relationships between contrasting characters
Performing with control and expression

Next Steps

Developing more complex story narratives through dance
Using music to enhance character and mood
Creating group choreography with multiple relationships

Milestone Indicators

Clear distinction between zookeeper and big cat movements

Ability to maintain character throughout performance

Successful collaboration in creating and performing sequences

Key Teaching Points

Character quality is more important than complex movements - simple movements performed with clear character are most effective
Timing in canon requires careful listening and patience - emphasise waiting for the correct count
The relationship between characters should be visible through spacing, eye contact, and responsive movements
Performance confidence develops through practice and positive encouragement from peers
Audience skills are as important as performance skills - teach respectful observation
Use facial expressions and body language to enhance character representation
Encourage creativity within the structure - there's no single 'correct' way to represent each character

Common Misconceptions

Big cats should be aggressive rather than graceful - emphasise power with control and beauty
Canon means copying your partner - clarify that it's about timing, not imitation
Louder or bigger movements are always better - focus on clarity and control over size
Zookeepers should be boring - show that caring and gentle can still be interesting and dynamic
Performance anxiety means you're not good at dance - normalize nerves and celebrate courage

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, regular refocusing prompts

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal prompts combined

autism spectrum

Clear visual schedule, consistent routine structure, quiet space available if needed

visual impairment

Use verbal descriptions of movements, physical guidance for positioning, partner support for spatial awareness

hearing impairment

Visual demonstrations, hand signals for timing, vibration cues for rhythm

physical disability

Adapted movements using available body parts, chair-based versions, modified timing requirements

Cross-Curricular Links

English

Vocabulary development, descriptive language, expressing ideas clearly

Science

Understanding animal behaviour, movement patterns, cause and effect relationships

Music

Responding to rhythm, tempo changes, creating atmosphere through sound

PSHE

Cooperation, empathy, celebrating differences, building confidence

Teacher Guidance

Positioning

Move around perimeter of space to observe all students, position centrally for demonstrations

Observation Focus

Character quality, timing accuracy, partnership cooperation, audience behaviour

Intervention Points

Step in if students struggle with timing, provide character prompts, support nervous performers

Demonstration Notes

Use exaggerated movements for clarity, demonstrate both characters clearly, model positive audience behaviour

Verbal Cues

•'Show me your character!'
•'Listen for your starting count'
•'Remember the relationship between your characters'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space for movement, additional seating area for audience

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music at appropriate volume level
•Secure placement of any boundary markers
•Ensure all electrical equipment positioned safely

Risk Management

Key Risks

•Collisions during movement
•Overexertion during energetic movements
•Slips during stretching or performance

Risk Mitigation

•Clear boundaries and adequate spacing emphasised
•Progressive warm-up before main activities
•Regular reminders about personal space and control
•Appropriate music volume for instruction hearing

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement
•Monitor energy levels and provide rest as needed
•Watch for any students struggling with confidence or participation

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or emotional support