🎵

Lesson 6 - The Cats Ball Performance

Animal Movement Expression

•

Year 4

•

Dance

•

45 min

Big Question

How can we create a captivating group performance that brings cat characters to life through dance?

Learning Objectives

To create and perform a group dance sequence inspired by cat movements and characters
To demonstrate stage presence, timing, rhythm and character sustainability in performance
To work collaboratively as part of an ensemble whilst maintaining individual character expression

Key Outcomes

Students will perform a coordinated group dance as cat characters with clear movements and expression
Students will maintain character and timing throughout the performance sequence
Students will demonstrate improved performance skills including stage presence and rhythm

Equipment & Resources Required

Tunnel Systems

Position where all students can hear clearly throughout the performance space

Alternative: Portable speaker, tablet with speaker dock

Cats Ball Performance Music Track

1 digital file

Cue track ready to play, test volume levels beforehand

Alternative: Similar theatrical cat-themed music with clear rhythm

Video Device

1 (optional)

Position for best view of performance space, ensure sufficient battery and storage

Alternative: Digital camera with video function

Sun Markers

8-10 cones or spots

Mark clear performance boundaries and any key positions for formations

Alternative: Masking tape, chalk marks on floor

Costume Accessories

Class set

Keep simple to maintain focus on movement quality rather than costume

Alternative: Simple items like headbands, scarves, or face paint

Key Vocabulary

Stage presence

The confidence and charisma displayed when performing to an audience

Unison

When all dancers perform the same movements at exactly the same time

Character sustainability

Maintaining the same character traits and expressions throughout the entire performance

Choreography

The planned sequence of dance movements and patterns

Expression

Using facial expressions, body language and movement quality to convey character and emotion

Ensemble

A group of performers working together as a unified team

Skill Progression Pathway

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

Prior Learning

Basic cat movement vocabulary from previous lessons
Understanding of different cat characters and their characteristics
Experience of moving to music with basic rhythm awareness
Simple group cooperation in movement activities

Current Skills

Creating sustained character performance over longer sequences
Coordinating individual movements within group choreography
Developing stage presence and performance confidence
Maintaining timing and rhythm in extended dance sequences

Next Steps

Creating original choreography in small groups
Performing to larger audiences with confidence
Developing more complex dance techniques and vocabulary
Leading warm-ups and teaching sequences to others

Milestone Indicators

Students maintain character consistently throughout 3-4 minute performance

Clear coordination between individual expression and group unity

Evidence of stage presence - confident use of space, levels and facial expression

Accurate timing with music showing internal rhythm awareness

Key Teaching Points

Character development is more important than perfect technique - encourage authentic expression
Stage presence comes from confidence and commitment - model fearless performance energy
Group unity is achieved through individual excellence - each student contributes to ensemble success
Music provides the foundation - always return to rhythm and timing when coordination falters
Performance skills are life skills - confidence, expression and teamwork transfer beyond dance
Celebration of effort and progress builds intrinsic motivation for continued learning
Video assessment provides powerful learning tool when used constructively and positively

Common Misconceptions

Students thinking they need to be 'good dancers' to participate - emphasise that everyone can be expressive
Believing performance means being loud or over-dramatic - teach that controlled expression is more powerful
Assuming mistakes ruin the performance - demonstrate how to recover and continue with confidence
Thinking character work is just pretending - explain how embodying character improves movement quality
Students believing they can't perform because they're shy - show how character work can build confidence

SEN Adaptations

ADHD

Break choreography into shorter sections, provide movement breaks between learning segments, use high-energy positive reinforcement

dyspraxia

Simplify choreography with fewer direction changes, provide extra practice time, focus on expression over technical precision

autism spectrum

Provide advance notice of performance filming, offer alternative to being filmed if needed, maintain clear routine structure

visual impairment

Use verbal descriptions of movement, provide physical guidance for formations, pair with sighted buddy for spatial awareness

hearing impairment

Use visual cues and demonstrations, provide written choreography notes, use vibrating speaker for rhythm if available

physical disability

Adapt movements for seated performance, modify choreography to suit mobility aids, focus on upper body expression

Cross-Curricular Links

English

Character development, expression, vocabulary building, performance poetry links

Science

Body awareness, coordination, spatial understanding, cause and effect in movement

Art

Character design, costume concepts, visual representation of movement

Music

Rhythm and timing, musical interpretation, listening skills, performance skills

PSHE

Confidence building, teamwork, self-expression, celebrating diversity

Teacher Guidance

Positioning

Move around performance space perimeter for optimal observation, maintain clear sightlines to all students

Observation Focus

Monitor character development, group coordination, technical accuracy, and performance confidence

Intervention Points

Step in to support struggling students, provide encouragement during challenging sections, address safety concerns immediately

Demonstration Notes

Demonstrate with full commitment to show performance quality expectations, use exaggerated movements for visibility, maintain enthusiasm throughout lesson

Verbal Cues

•'Stay in character!'
•'Listen to the music!'
•'Project your energy to the audience!'
•'Support your fellow performers!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear performance space with safe flooring

Surface Check

Non-slip surface free from hazards, adequate lighting for performance work

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Video equipment securely positioned and monitored
•Performance space clearly marked and free from obstacles

Risk Management

Key Risks

•Collisions during group movement and formations
•Falls during level changes and expressive movement
•Over-exertion during high-energy performance work

Risk Mitigation

•Clear spatial boundaries and formation guidelines established
•Adequate warm-up preparation for performance demands
•Teacher monitoring of student energy levels throughout lesson
•Safe movement patterns practiced before full performance

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement sequences
•Monitor group formations and transitions
•Observe individual students for signs of fatigue or difficulty

Emergency Procedures

Stop activity immediately if any safety concern, provide appropriate first aid if needed, ensure clear pathways for emergency access