Lesson 5 - Happy Feet Dance Choreography
Movement Storytelling
•Year 2
•Dance
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How can we create our own dance story inspired by the characters from Happy Feet?
Learning Objectives
- Explore footwork with creativity, matching movements to music with some attempt at musicality
- Use movement imaginatively, responding to music with attention to speed, level and direction
- Create and perform dance phrases collaboratively with a partner
Key Outcomes
- Students will create an original dance phrase inspired by Happy Feet characters
- Students will demonstrate good timing and coordination with 'Boogie Wonderland' music
- Students will perform confidently using varied speed, levels and directions in their choreography
Equipment & Resources Required
Position for clear sound throughout the hall, test volume levels
Alternative: Portable bluetooth speaker, tablet with external speaker
Queue video to 1m38s mark for Activity 2 reference
Alternative: Tablet, laptop connected to TV screen
Create partner work areas around the hall perimeter
Alternative: Spot markers, rope to mark areas
Key Vocabulary
The way we use our feet to create dance steps and patterns
Creating and arranging dance movements into a sequence
Moving in time with the music, matching actions to the beat and mood
A type of dance where everyone performs the same steps in rows
A dance performed by two people working together
Stopping suddenly and holding a still position like a statue
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body control and balance from previous units
- Simple movement patterns and following instructions
- Understanding of fast and slow movements
Current Skills
- Footwork patterns and rhythmic coordination
- Partner work and collaborative choreography
- Responding to musical cues and mood interpretation
Next Steps
- More complex dance sequences with multiple partners
- Introduction to different dance genres and cultural dances
- Creating dances with narrative structure and character development
Milestone Indicators
Key Teaching Points
- Emphasise creativity and personal expression within structured activities
- Build confidence through progressive skill development and positive reinforcement
- Connect all movements to Happy Feet character themes for engagement
- Focus on collaboration and inclusive participation in partner work
- Develop timing and musicality through consistent counting and rhythm work
- Use video stimulus effectively to inspire and guide creative interpretation
- Balance technical skill development with creative expression opportunities
Common Misconceptions
- Students thinking dance is only about complex or 'perfect' movements - emphasise personal expression and effort
- Belief that boys can't or shouldn't enjoy dance - use engaging themes like Happy Feet to promote inclusion
- Assumption that faster always means better - teach controlled, deliberate movement quality
- Partners must do identical movements - encourage complementary and contrasting creative choices
- Line dancing is too structured to be creative - show how personal style can enhance structured sequences
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear boundaries and expectations
dyspraxia
- Simplify movement sequences, provide extra practice time, use visual and verbal cues together, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, offer quiet observation periods, use visual schedules for lesson sequence
visual impairment
- Use clear verbal descriptions of movements, provide physical guidance for positioning, ensure video content described
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, use vibrotactile cues for beat
physical disability
- Adapt movements for seated or modified standing positions, focus on upper body expression, provide alternative participation roles
Cross-Curricular Links
English
Vocabulary development with dance terminology, storytelling through movement, character analysis from Happy Feet
Maths
Counting beats in sequences of 8, understanding timing and rhythm patterns, spatial awareness and formation work
Art
Creative expression through movement, interpreting visual media into physical form, understanding mood and atmosphere
Music
Beat recognition and timing, responding to musical structure and mood, developing musicality and rhythm skills
PSHE
Partnership skills and cooperation, building confidence through performance, giving and receiving constructive feedback
Teacher Guidance
Positioning
Move around the space to observe all students, position for clear demonstrations and maximum visibility
Observation Focus
Watch for timing and coordination, partner collaboration, creative interpretation, safe movement choices
Intervention Points
Step in to support struggling partnerships, correct unsafe movements, facilitate inclusive participation
Demonstration Notes
Use clear, exaggerated movements for visibility, face same direction as students for mirroring, break down complex sequences into manageable parts
Verbal Cues
- •'Count with me - 1, 2, 3, 4!'
- •'Remember your character - how would Mumble move?'
- •'Freeze and hold that position!'
- •'Work together to solve this movement problem!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 10m for line dancing, additional areas for partner work
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement areas
- •Video display equipment secure and appropriate height
- •Cones and markers checked for damage, positioned safely
Risk Management
Key Risks
- •Collisions during partner work and formations
- •Slips during turning and footwork sequences
- •Over-exertion during energetic dance activities
- •Dizzy spells from spinning movements
Risk Mitigation
- •Clear boundaries established for all work areas
- •Adequate spacing maintained throughout activities
- •Progressive skill building from simple to complex movements
- •Regular checks for fatigue and appropriate rest periods
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working areas
- •Monitor partner work areas for safe interaction
- •Watch for signs of over-exertion or dizziness
- •Ensure inclusive participation and positive interactions
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school procedures if necessary