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Lesson 5 - Wild Animals 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 use our bodies to tell stories about wild animals through dance?

Learning Objectives

Extend dance skills by using more complex actions and movements
Develop movement vocabulary with advanced dance terminology
Create choreographed sequences that demonstrate creativity and expression

Key Outcomes

Students will perform in character as wild animals with sustained focus
Students will create flowing three-movement sequences inspired by forest exploration
Students will demonstrate understanding of dance elements including dynamics, levels and expression

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout space

Alternative: Portable speaker, tablet with speaker

Forest Atmosphere Music

1 playlist

Cued and ready to play, volume tested

Alternative: Nature sounds, ambient forest recordings

Pictures

5-10 images

Large enough for whole class to see clearly

Alternative: Digital slideshow, nature magazines, books

Markers Cones

8-12

Mark safe movement area boundaries

Alternative: Spots, bean bags for boundaries

Key Vocabulary

Choreography

The art of creating and arranging dance movements and sequences

Dynamics

The energy, force and flow used in movements - fast/slow, strong/gentle

Expression

Using your face, body and movements to show feelings and emotions

Flow

How smoothly movements connect together without stopping or jerking

Levels

The height of movements - high (standing/jumping), medium (crouching), low (floor)

Improvisation

Creating movements spontaneously without planning in advance

Skill Progression Pathway

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

Prior Learning

Basic animal movements and characteristics
Simple sequence creation
Following rhythm and beat
Understanding of space and levels

Current Skills

Complex character interpretation through movement
Three-part choreographic sequences
Use of dynamics and flow in dance
Collaborative choreography development

Next Steps

Extended narrative choreography
Group choreography with multiple characters
Advanced use of dance elements
Performance skills and presentation

Milestone Indicators

Sustained character portrayal for extended periods

Smooth transitions between movements

Clear use of dynamics to convey emotion

Constructive peer feedback and improvement

Key Teaching Points

Emphasise staying in character consistently throughout activities
Focus on smooth flow between movements rather than isolated actions
Encourage specific, constructive feedback using dance vocabulary
Build atmosphere and mood through music and imagery before movement
Develop understanding that choreography is planned, not random movement
Connect emotional responses to physical movement choices
Celebrate creativity while maintaining structure and safety

Common Misconceptions

Dance is only about big, dramatic movements - teach subtlety and control
Feedback should focus on whether movements look 'right' - emphasise creativity and expression
Sequences must be completely original - show how adapting and improving is part of choreography
Wild animals only move quickly and wildly - demonstrate variety in animal movement qualities
Flow means moving continuously without stopping - explain transitions and natural pauses
Choreography is too advanced for Year 3 - break down into simple, achievable steps

SEN Adaptations

ADHD

Break sequences into smaller chunks, provide regular movement breaks, clear transition signals

dyspraxia

Simplified movement patterns, extra practice time, partner support for sequence development

autism spectrum

Provide clear routine structure, visual schedule of activities, quiet space available if needed

visual impairment

Use tactile markers for space boundaries, provide verbal descriptions of forest images, buddy system for movement guidance

hearing impairment

Use visual cues and demonstrations, provide written sequence instructions, use vibrations for rhythm

physical disability

Adapt movements for seated or supported positions, focus on upper body expression, modified sequence lengths

Cross-Curricular Links

English

Descriptive vocabulary, story-telling, giving constructive feedback, speaking and listening skills

Science

Understanding animal characteristics and habitats, forces and movement, body systems during exercise

Art

Creative expression, understanding mood and atmosphere, visual interpretation through movement

Geography

Forest environments, habitats and ecosystems, mapping movement through space

PSHE

Collaboration skills, giving and receiving feedback, building confidence, emotional expression

Teacher Guidance

Positioning

Move around perimeter to observe all students, central position for demonstrations

Observation Focus

Character consistency, sequence development, feedback quality, safety awareness

Intervention Points

["Step in if movements become too wild or unsafe", "Support students struggling with sequence memorisation", "Facilitate appropriate partner feedback when needed"]

Demonstration Notes

Use exaggerated movements for visibility, show both good and improved versions, model appropriate feedback language

Verbal Cues

•'Show me your character through your whole body!'
•'Make those movements flow like water!'
•'What specific improvement could make this even better?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for energetic movement

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Volume levels appropriate and not excessive
•All images and visual aids securely displayed
•Space markers positioned to avoid trip hazards

Risk Management

Key Risks

•Collisions during free movement
•Slips and falls during dynamic sequences
•Overexcitement leading to unsafe movements

Risk Mitigation

•Clear boundaries established with space markers
•Adequate spacing maintained between students
•Emphasis on controlled rather than wild movements
•Regular reminders about awareness of others

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor energy levels and movement safety
•Watch for appropriate partner interactions

Emergency Procedures

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