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Lesson 6 - Wild Animal Choreography

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 create and perform a complete dance story that brings wild animals and humans together through movement?

Learning Objectives

To combine choreographed sequences from previous lessons into a cohesive final performance
To demonstrate expression and creativity whilst maintaining character throughout the dance
To work collaboratively in groups to create and perform a complete dance narrative

Key Outcomes

Students will perform a complete dance sequence showing wild animals and humans meeting in the forest
Students will demonstrate sustained characterisation through movement and expression
Students will evaluate and improve group performances through peer feedback

Equipment & Resources Required

Tunnel Systems

Test volume levels before lesson begins

Alternative: Portable speaker with phone/tablet connection

Animal-Themed Music Tracks

1 playlist

Have multiple tracks ready for different groups if needed

Alternative: Nature sounds, tribal music, or dramatic instrumental pieces

Sun Markers

4-6 cones or spots

Mark clear performance space visible to all students

Alternative: Masking tape to mark performance area boundaries

Score Sheets

1 per group

Prepare simple evaluation criteria if using written feedback

Alternative: Simple verbal feedback prompts on whiteboard

Key Vocabulary

Choreography

The art of designing and arranging dance movements and sequences

Expression

Showing feelings, emotions and character through movement and facial expressions

Flow

Smooth, continuous movement that connects one action to the next without stopping

Characterisation

Moving and behaving exactly as your character would

Sequence

A series of movements performed in a specific order

Performance

Presenting your dance to an audience with full commitment and energy

Skill Progression Pathway

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

Prior Learning

Students have created individual wild animal movement sequences
Students have developed human character movements for walking through forest
Students understand basic concepts of expression and characterisation
Students have practised working with partners in previous lessons

Current Skills

Combining multiple sequences into one cohesive performance
Maintaining character consistency throughout extended dance
Creating collaborative choreography for group meeting scenes
Performing with sustained expression and flow

Next Steps

Creating original dance narratives from scratch
Working with larger groups and more complex formations
Developing advanced choreographic techniques and transitions
Leading and teaching dance sequences to others

Milestone Indicators

Students can perform 2-3 minute sequences without breaking character

Students demonstrate clear beginning, middle and end in their performances

Students give constructive feedback about expression and creativity

Students adapt and refine their work based on feedback received

Key Teaching Points

Sustained characterisation is more important than perfect technique
Group collaboration and creative decision-making develop independence
Flow between movements creates professional-looking performances
Expression and emotion make dance meaningful and engaging
Constructive feedback helps everyone improve and builds confidence
Performance skills include commitment, energy and audience awareness
Dance tells stories through movement, not words

Common Misconceptions

That dance is only about technical skill rather than expression and creativity
That there is only one 'right' way to perform their story
That making mistakes during performance means they have failed
That they need to copy other groups' ideas instead of developing their own
That dance is not 'proper' PE because it doesn't involve running or sports equipment

SEN Adaptations

ADHD

Break performance into smaller sections, provide movement breaks during planning discussions, use clear visual and verbal cues

dyspraxia

Simplify movement sequences, allow extra rehearsal time, focus on expression over precise technical execution

autism spectrum

Provide clear visual schedule of lesson structure, allow extra processing time for group decisions, offer quiet space if overwhelmed

visual impairment

Provide detailed verbal descriptions of story structure, use tactile markers for performance space, pair with sighted partner for support

hearing impairment

Use visual signals for transitions, demonstrate all movements clearly, provide written story structure overview

physical disability

Adapt character movements to student's range of motion, allow seated or supported versions, focus on expression over mobility

Cross-Curricular Links

English

Storytelling structure, narrative development, character description and emotional vocabulary

Art

Creative expression, interpretation of themes, visual storytelling concepts

Music

Responding to rhythm and mood, interpreting music through movement

PSHE

Teamwork, cooperation, giving and receiving feedback, building confidence

Teacher Guidance

Positioning

Move around perimeter to observe all groups during rehearsal, position at side during performances for clear view

Observation Focus

Watch for sustained characterisation, group coordination, and safe movement execution

Intervention Points

Support groups struggling with story structure, help with timing issues, ensure all students participate fully

Demonstration Notes

Be prepared to demonstrate character transformations, story structure, and meeting reactions as needed throughout lesson

Verbal Cues

•'Stay in character!'
•'Show me that emotion in your whole body!'
•'Remember your story structure!'
•'Flow from one part to the next!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 10m clear space for group performances, larger if possible

Surface Check

Dry, non-slip surface essential for dance movements and character work

Equipment Safety

Safety Checks

•Music volume at appropriate level to protect hearing
•Performance area boundaries clearly marked to prevent collisions
•No loose equipment or obstacles in movement areas

Risk Management

Key Risks

•Collisions during group movement and meeting sequences
•Falls during character movements or dramatic reactions
•Overexertion during energetic performance work

Risk Mitigation

•Clear spatial boundaries established for each group
•Controlled meeting movements practised before performance
•Regular reminders about awareness of others in space
•Gradual build-up from individual to group movement work

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups during simultaneous rehearsal
•Monitor performance area during individual group performances
•Check groups maintain safe meeting movements throughout

Emergency Procedures

Stop activity immediately if collision or fall occurs, assess injury, provide appropriate first aid and support