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Lesson 4 - Wild Animal Character Relationships

Expressive Animal Dance

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Year 3

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Dance

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45 min

Big Question

How can we show the relationship between wild animals through expressive dance movements?

Learning Objectives

To create and perform a sequence with a partner showing wild animal character relationships
To sustain character throughout dance movements with expression and creativity
To interconnect movements with flow and demonstrate understanding of relationships

Key Outcomes

Students will perform sequences in character as wild animals with their partner
Students will demonstrate creativity and expression in their movement choices
Students will show clear relationships (friends or enemies) through their dance

Equipment & Resources Required

Music Player

Position centrally for clear sound throughout space

Alternative: Tablet or smartphone with speakers

Animal Music

1 playlist

Prepare varied tempo pieces for different activities

Alternative: Jungle sounds, Safari music, or nature soundscapes

Cones

8-10

Mark boundaries and performance areas

Alternative: Spots or bean bags

Cards

15-20

Use for inspiration and character development

Alternative: Printed images or tablet display

Key Vocabulary

Character

The personality and qualities of the wild animal being portrayed

Expression

Using face, body and movement to show feelings and emotions

Relationship

How two animals interact - as friends playing or enemies fighting

Flow

Smooth connections between movements without stopping

Sequence

A series of movements performed one after another

Creativity

Using imagination to create original and interesting movements

Skill Progression Pathway

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

Prior Learning

Basic animal movements from previous lessons
Understanding of character movement
Simple partner work skills

Current Skills

Creating flowing sequences with partner
Showing relationships through movement
Sustaining character with expression

Next Steps

Complex group choreography
Advanced storytelling through dance
Leading and following techniques

Milestone Indicators

Maintains character throughout entire sequence

Shows clear relationship with partner

Demonstrates smooth transitions between movements

Key Teaching Points

Character must be sustained throughout entire sequence, not just at the beginning
Relationships should be clear to audience without verbal explanation
Flow means smooth connections between movements, like links in a chain
Creative expression comes from making unique choices, not copying others
Partner work requires listening, compromise, and shared decision-making
Quality of movement is more important than complexity
Ending positions should clearly show the relationship between animals

Common Misconceptions

Students thinking louder or faster movements are always better - emphasise control and character
Believing all animals should move similarly - encourage exploration of different animal characteristics
Assuming relationships must be extreme (love/hate) - explore subtle relationship dynamics
Thinking flow means moving constantly - teach that stillness can be part of flowing sequence
Believing creativity means completely random movements - guide creative choices within character
Assuming partner work means doing identical movements - encourage complementary but different movements

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear boundary markers

dyspraxia

Allow extra practice time, provide step-by-step movement breakdowns, focus on simple, repeated patterns

autism spectrum

Provide clear structure cards showing lesson sequence, offer quiet space if overwhelmed, use familiar animal choices

visual impairment

Use verbal descriptions of animal movements, provide tactile animal models, buddy system for spatial awareness

hearing impairment

Use visual demonstrations, hand signals for instructions, vibrant visual cues for rhythm

physical disability

Adapt movements to seated or supported positions, focus on upper body expression, modify partner work as needed

Cross-Curricular Links

English

Vocabulary development, non-verbal communication, creative expression, narrative structure

Science

Animal behaviour, habitats, predator-prey relationships, animal characteristics

Art

Creative expression, visual storytelling, interpreting and creating meaning

PSHE

Working with others, expressing emotions safely, building confidence, accepting differences

Teacher Guidance

Positioning

Circulate throughout space during activities, position at edge during performances for full view

Observation Focus

Character consistency, quality of partner interaction, creative expression, flow between movements

Intervention Points

Step in if partnerships struggling to collaborate, if movements becoming unsafe, or if students losing confidence

Demonstration Notes

Use own body expressively to model character work, partner with confident student for relationship examples, show clear contrast between different animal types and relationships

Verbal Cues

•'Stay in character!'
•'Show me your relationship!'
•'Keep the flow going!'
•'Make it clear for your audience!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear area for full class, additional space for pair work

Surface Check

Clean, non-slip surface free from water or debris

Equipment Safety

Safety Checks

•Check music equipment positioned safely away from movement area
•Ensure boundary markers are visible but not trip hazards
•Animal picture cards secured to prevent scatter

Risk Management

Key Risks

•Collisions during partner work and travelling
•Overexcitement leading to loss of control
•Inappropriate physical contact during relationship portrayal

Risk Mitigation

•Clear boundaries established and reinforced
•Appropriate spacing maintained throughout activities
•Regular reminders about controlled, safe movement
•Clear guidelines about appropriate ways to show relationships

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during development work
•Monitor partner interactions for appropriate behaviour
•Watch for fatigue during extended sequence work

Emergency Procedures

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