Lesson 1 - Character Movement & Jazz Square
Character Storytelling Dance
•Year 3
•Dance
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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
Test volume levels before lesson, ensure clear sound quality
Alternative: Portable speaker with phone/tablet connection
Cue track to correct starting point, have backup ready
Alternative: Any upbeat, character-appropriate music with clear tempo
Mark clear sections for practice and performance
Alternative: Moderate tempo music suitable for jazz square practice
Mark individual practice spaces ensuring safe distances
Alternative: Chalk marks or tape on floor
Prepare relevant passages about Matilda's personality
Alternative: Character description sheet or images
Key Vocabulary
A basic dance step: step forward, cross over, step back, step back
The personality and qualities of a person or role we are portraying through movement
A story or sequence of events that we can tell through dance
The art of creating and arranging dance movements into a sequence
The speed of the music - fast, medium, or slow
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
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