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Lesson 5 - Happy Feet Dance Choreography

Movement Storytelling

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Year 2

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear sound throughout the hall, test volume levels

Alternative: Portable bluetooth speaker, tablet with external speaker

Clips

1 (projector/large screen)

Queue video to 1m38s mark for Activity 2 reference

Alternative: Tablet, laptop connected to TV screen

Cones

10-12

Create partner work areas around the hall perimeter

Alternative: Spot markers, rope to mark areas

Key Vocabulary

Footwork

The way we use our feet to create dance steps and patterns

Choreography

Creating and arranging dance movements into a sequence

Musicality

Moving in time with the music, matching actions to the beat and mood

Line dance

A type of dance where everyone performs the same steps in rows

Duet

A dance performed by two people working together

Freeze

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

Maintains rhythm consistently throughout dance sequences

Confidently leads and follows in partner work

Shows creative interpretation of music and character

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