Lesson 5 - Wild Animals Choreography
Expressive Animal Dance
•Year 3
•Dance
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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
Position for clear audio throughout space
Alternative: Portable speaker, tablet with speaker
Cued and ready to play, volume tested
Alternative: Nature sounds, ambient forest recordings
Large enough for whole class to see clearly
Alternative: Digital slideshow, nature magazines, books
Mark safe movement area boundaries
Alternative: Spots, bean bags for boundaries
Key Vocabulary
The art of creating and arranging dance movements and sequences
The energy, force and flow used in movements - fast/slow, strong/gentle
Using your face, body and movements to show feelings and emotions
How smoothly movements connect together without stopping or jerking
The height of movements - high (standing/jumping), medium (crouching), low (floor)
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
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