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Lesson 4 - Villain Jumps Creation

Heroic Dance Narratives

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Year 5

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Dance

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1h 16min

Big Question

How can we use the power and energy of jumps to create convincing villain characters in dance?

Learning Objectives

To execute high-energy jump sequences with proper technique and control
To create and perform elevation sequences that effectively communicate villain characteristics
To demonstrate understanding of how movement quality can convey character and emotion

Key Outcomes

Students will perform controlled, powerful jumps using correct take-off and landing technique
Students will create original jump sequences that clearly communicate villain characteristics
Students will work collaboratively to develop group choreography incorporating character-based jumps

Equipment & Resources Required

Tunnel Systems

Position for whole room coverage, test volume before lesson

Alternative: Bluetooth speaker or tablet with speakers

Pool Access

Queue up video ready for viewing during prepare section

Alternative: Pre-downloaded 'The Hunt' dance video or similar gladiator/villain themed dance

Cones

8-12

Place around room perimeter to define safe movement space

Alternative: Bean bags, spots, or tape marks on floor

Whiteboards

Position where all students can see, prepare jump command numbers

Alternative: Paper sheets, interactive board

Key Vocabulary

Elevation

The height achieved when jumping or leaping in dance

Assemblé

A jump from one foot landing on two feet

Sissonne

A jump from two feet landing on one foot

Tuck Jump

A jump where knees are brought up towards the chest

Opposition

When opposite arm and leg move forward at the same time

Villain

A character who opposes the hero, often with strong, aggressive movements

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, skipping)
Simple two-foot jumps and landings
Understanding of freeze positions and body shapes

Current Skills

Controlled execution of various jump types
Creating sequences that communicate character
Working in small groups to develop choreography

Next Steps

Combining jumps with other dance actions (turns, balances)
Developing more complex character work through movement
Creating longer dance phrases with smooth transitions

Milestone Indicators

Consistent bent-knee landings in all jump types

Clear character intention visible in movement quality

Ability to maintain sequence accuracy across multiple performances

Key Teaching Points

Always emphasise bent-knee landings for safety and proper technique
Character quality must be maintained throughout technical skill development
Group work requires clear expectations and individual accountability
Build from simple movements to complex combinations progressively
Connect all movement exploration back to the central theme of character communication
Performance should celebrate achievement rather than create competition
Reflection helps consolidate learning and prepare for future lessons

Common Misconceptions

That villains must always be scary - help students understand villains can be powerful without being frightening
That jumping higher is always better - emphasise control and character over pure athleticism
That dance is only about looking pretty - demonstrate how dance can show strength, power, and drama
That boys can't be expressive in dance - use villain characters to show how dance allows all students to explore strength and power
That mistakes in performance are failures - emphasise that live performance involves adaptation and resilience

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use high-energy activities constructively, offer leadership roles to channel focus

dyspraxia

Simplify movement sequences, provide extra practice time, break complex movements into smaller parts, use visual and kinaesthetic learning supports

autism spectrum

Provide clear structure and routine, offer quiet space for breaks, use visual schedules showing lesson progression, prepare for changes in advance

visual impairment

Use verbal descriptions of all movements, provide tactile guidance for jump techniques, ensure audio cues are clear and consistent, position student near teacher for demonstrations

hearing impairment

Use clear visual demonstrations, incorporate sign language if known, provide written instruction cards, use visual signals for timing and changes

physical disability

Adapt jumps to seated or supported versions, focus on arm movements and upper body expression, allow use of mobility aids, modify spatial requirements

Cross-Curricular Links

English

Character analysis and description through movement vocabulary, discussion and evaluation skills, storytelling through physical narrative

Art

Understanding of visual composition through formation work, appreciation of how body shapes create aesthetic effects

Drama

Character development through physicality, performance skills, understanding of how movement communicates meaning

PSHE

Teamwork and collaboration, self-expression and confidence building, respect for others' creative ideas

Teacher Guidance

Positioning

Move around room perimeter during warm-up for full visibility, position centrally during demonstrations, circulate between groups during choreography development

Observation Focus

Watch for proper take-off and landing technique, monitor group dynamics for inclusion and collaboration, observe character quality in movement execution

Intervention Points

Step in if students attempt unsafe movements, provide additional support for struggling groups, redirect behaviour if excitement compromises safety

Demonstration Notes

Use exaggerated movements so all students can see clearly, demonstrate both correct technique and common errors for comparison, face different directions so all students get good view

Verbal Cues

•'Bend those knees!' for landing technique
•'Show me your villain face!' for character development
•'Strong arms, strong jumps!' for power development
•'Control the landing!' for safety emphasis

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m indoor space with 3m ceiling height, free from obstacles and with non-slip flooring

Surface Check

Clean, dry, even surface inspected for hazards. Avoid outdoor surfaces that may be slippery or uneven

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Video equipment stable and cables managed to prevent tripping
•Cones or markers have no sharp edges and are placed to define safe boundaries

Risk Management

Key Risks

•Hard landings from jumps causing knee or ankle injury
•Collisions between students during energetic movement
•Fatigue leading to loss of control and poor technique
•Over-enthusiasm leading to unsafe attempts at advanced movements

Risk Mitigation

•Progressive warm-up ensures bodies are prepared for jumping
•Clear boundaries and spacing guidelines maintained throughout
•Regular technique reminders emphasising bent-knee landings
•Fatigue monitoring with rest periods as needed
•Differentiated expectations to prevent unsafe over-reaching

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during jumping activities
•Move between groups during choreography to monitor collaboration and safety
•Watch particularly for proper landing technique during complex sequences

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are moved to safe area while addressing incident