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Lesson 1 - Character Movement & Jazz Square

Character Storytelling Dance

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Year 3

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Dance

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Big Question

How can we use movement and dance to bring characters to life and tell their story?

Learning Objectives

To explore creating characters and narratives through movement
To learn and perform a basic jazz square with correct timing
To select and apply actions to create a personal dance phrase

Key Outcomes

Students will be able to move in character showing understanding of Matilda's personality
Students will perform a jazz square with correct foot positioning and timing
Students will create and perform a 3-5 movement dance phrase incorporating character work

Equipment & Resources Required

Tunnel Systems

Test volume levels before lesson, ensure clear sound quality

Alternative: Portable speaker with phone/tablet connection

Music Tracks

Cue track to correct starting point, have backup ready

Alternative: Any upbeat, character-appropriate music with clear tempo

Track

Mark clear sections for practice and performance

Alternative: Moderate tempo music suitable for jazz square practice

Markers Cones

8-10

Mark individual practice spaces ensuring safe distances

Alternative: Chalk marks or tape on floor

Matilda Book Extract

Prepare relevant passages about Matilda's personality

Alternative: Character description sheet or images

Key Vocabulary

Jazz Square

A basic dance step: step forward, cross over, step back, step back

Character

The personality and qualities of a person or role we are portraying through movement

Narrative

A story or sequence of events that we can tell through dance

Choreography

The art of creating and arranging dance movements into a sequence

Tempo

The speed of the music - fast, medium, or slow

Dance Phrase

A sequence of connected movements that flows together like a sentence

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, jumping)
Simple arm and leg movements in time to music
Understanding of fast and slow tempo

Current Skills

Character interpretation through movement
Jazz square technique with correct foot patterns
Creating and linking movements into a dance phrase

Next Steps

Developing more complex jazz dance techniques
Working collaboratively to create group sequences
Evaluating and improving dance performances

Milestone Indicators

Can demonstrate clear character traits through movement quality

Performs jazz square with confidence and accuracy

Creates original movement phrases that tell a story

Key Teaching Points

Jazz square must be practiced slowly before adding music to ensure accuracy
Character work should be connected to movement quality, not just literal actions
Musical timing is crucial - students must listen to the beat and match their movements
Encourage creative expression while maintaining the structure of the jazz square
Performance confidence builds through practice and positive feedback
Safety requires adequate personal space and controlled movements throughout
Character interpretation deepens through discussion and reflection

Common Misconceptions

Students may think character work means only doing literal actions like reading - correct by showing how emotions and personality affect all movement quality
Some may believe jazz square is just four random steps - emphasise the specific pattern and its importance in jazz dance
Students might think louder music means bigger movements - teach that character should drive movement size, not volume
Students may feel there's only one right way to show character - encourage individual interpretation within character guidelines
Some may think dance is only about difficult moves - emphasise that simple movements done with character and commitment are more effective

SEN Adaptations

ADHD

Frequent movement changes, clear start/stop signals, shorter activity segments with regular praise and feedback

dyspraxia

Break jazz square into smaller components, extra practice time for coordination, simplified movement patterns initially

autism spectrum

Clear routine structure, visual schedule for lesson sequence, quiet space available if needed, consistent movement patterns

visual impairment

Use tactile cues for jazz square steps, provide detailed verbal descriptions of character movements, buddy system for spatial awareness

hearing impairment

Visual demonstrations with clear gestures, vibration cues for music beat, written character descriptions and movement instructions

physical disability

Adapted jazz square using arms instead of legs, seated character work options, modified stretches in cool down

Cross-Curricular Links

English

Character analysis and narrative understanding through Matilda literature, vocabulary development with dance terminology

Drama

Character interpretation, performance skills, audience awareness and stage presence

History

Understanding historical context of jazz dance, cultural appreciation through movement styles

Music

Understanding tempo, rhythm, and beat through movement, responding to musical structure and phrasing

PSHE

Self-confidence through performance, giving and receiving feedback respectfully, celebrating individual creativity

Teacher Guidance

Positioning

Move around the space to observe all students, position at front for demonstrations, circulate during individual work

Observation Focus

Watch for technical accuracy in jazz square, character understanding in movement choices, safe movement practices

Intervention Points

Step in if students struggling with jazz square steps, provide character inspiration if creativity blocks occur, ensure safe spacing maintained

Demonstration Notes

Always demonstrate new movements slowly first, show both correct and incorrect versions for clarity, use exaggerated movements for visibility, maintain character work in all demonstrations

Verbal Cues

•'Step forward, cross over, step back, step back!'
•'Show me Matilda's curiosity in your movements!'
•'Match your steps to the beat - listen carefully!'
•'What would Matilda's face look like during this movement?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, with additional space for individual practice areas

Surface Check

Dry, even surface free from obstacles, suitable for turning and jumping movements

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All cables secured and out of walking areas
•Space markers placed to avoid tripping hazards

Risk Management

Key Risks

•Collisions during individual practice
•Falls during jazz square cross-over steps
•Overexertion during warm-up or creative work

Risk Mitigation

•Clear personal space boundaries established and maintained
•Progressive skill building from simple to complex movements
•Proper warm-up before complex movements
•Cool-down routine to prevent muscle stiffness

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during individual work
•Monitor for safe spacing during movement activities
•Watch for signs of fatigue during longer sequences

Emergency Procedures

Stop music immediately if incident occurs, assess situation, provide appropriate first aid support, ensure other students remain safely positioned