Let’s Dance Choreography

Explicitly show in each activity in the lesson Modelled- I do (Bangady’u) Guided- We do (nii): Independent- You do (Bangadyimi)

Lesson: 8 Let's Dance! - Pt. 2 In this lesson, students will continue to explore the concept of choreography by further developing their dance routine. They will combine movements and shapes to create structured sequences, collaborating with peers to share ideas and make decisions that build their class choreography.

Learning Intentions: To collaborate in creating and performing a choreographed dance routine that communicates ideas Success Criteria:

Follow safe dance practices
Share and build on ideas respectfully
Apply the elements of dance purposefully
Collaborate to develop and refine a dance sequence Teaching and Learning activity: (Resources to be hyperlinked in this section. Make sure in your resources you identify the tasks of differentiation with each ability group.)

Do Now:

Print and review lesson plan
Ensure you have enough space for the activities
Connect to screen and speakers to play video

Students will review the video from the previous lesson
They will then complete a warm-up activity
Students will continue to plan and rehearse their class dance routine
The lesson will conclude with students completing a cool-down activity

Teaching Notes This lesson is taught across four parts. This is part two.

Activity 1. (5 minutes) Whole Class Multimedia We recommended re-watching the video from the first lesson to revisit the tips from Ricky. If you feel your students are confident with the tips, feel free to skip this activity.

Activity 2. (5 minutes) Whole Class Multimedia Guided Students will warm up their bodies, so they are ready to dance in the next activity. 1. Have students stand up and spread out around the room 2. Press play on the warm-up video 3. Have students follow along with the warm-up 4. Remind students that warming up helps prevent injuries and prepares the body for dancing Teaching Notes Balancing can be tricky! Encourage students to focus on a spot on the floor, touch their nose, or pinch their earlobe to help steady themselves. Variations If you'd like to lead your own warm up, find some music in the 'Warm Up K-2' playlist in our Playlist Library. Differentiated Learning FOR MULTI-STAGE COMPOSITE CLASSES: Have older students watch the warmup prior and then lead the rest of the class through the warmup.

Activity 3. (30 minutes) Whole Class Assessment Opportunity Guided Interactive Multimedia In this activity, students will rehearse their routine and continue collaborating to build their dance routine using Dance Lab. Review

Open Dance Lab and select your saved dance to continue with
Play the full song to re-familiarise students with the music. It is important to identify each of the sections of the songs
Click the eye icon to review the moves added so far
Arrange students into their starting formation and complete 2-3 run throughs Build the Routine
Click add move to continue choreographing the routine

Quick Add: Adds the move as shown
Next: Allows you to adjust levels, dynamics, technique, or add notes (e.g. odd numbers start left)

Select which students perform the move and confirm
Click the eye icon to view the tutorial
Arrange students into formation and rehearse the move
Use the metronome to practise in time. The metronome starts on 5, 6, 7, 8 to count the dancers in
Repeat the above steps to continue to build the routine Rehearse the Routine
Rehearse the updated sequence with the metronome, then with music
When finished, click Exit and move on to the next activity

Teaching Notes It is important that the students know the structure of the song. Use the sections listen along the bottom of the choreography page to guide you and your students. These sections are useful when wanting to practise certain sections of the routine e.g. let's try the chorus again Template (pre-filled choreography)

If you have selected a template, your dance routine will be automatically pre-filled when you arrive at the Choreography page
You can customise the routine by adding notes or editing individual moves. Simply click the three dots next to a move to make changes
As the routine is already pre-filled, the class can begin/continue learning the choreography immediately
Start from where you previously left off and revise the sequence the students have already learned
Dedicate this lesson to teaching the additional sections of the song
Click Moves or the eye icon to view each move individually. Watch the demo and tutorial to learn the steps
Once students feel confident with a move, use the metronome to practise performing it in time Activity 4. (5 minutes) Multimedia Whole Class Guided Students will cool down their bodies to relax after dancing.

Have students stand up and spread out around the room
Press play on the cool down video
Have students follow along with the cool down
Remind students that cooling down helps the body recover, improves flexibility, and prevents soreness Variations If you'd like to lead your own cool down, use the 'Cool Down Tunes' playlist from our Playlist Library.

Where applicable, delete any gradual release not required in lesson:

Overview

Students revisit choreography tips from the previous lesson, then warm up and rehearse a structured class routine using Dance Lab. The focus is collaborating to refine sequences using safe movement, purposeful elements, and respectful feedback.

Learning intentions

Students will collaborate to rehearse and refine a choreographed dance routine.
Students will use purposeful movement choices (levels, dynamics, technique, and spacing) to communicate ideas.
Students will practise giving and receiving feedback to improve the sequence.

Success criteria

I can follow safe dance practices (space, control, and warm-up/cool-down).
I can share ideas respectfully and build on suggestions.
I can use dance elements on purpose (e.g. levels and dynamics) in the sequence.
I can rehearse with my group and contribute to the choreography decisions.

Curriculum links

Music: Students will rehearse and perform in a range of forms and settings by working towards a class performance and applying expressive choices.
Music: Students will explore how elements (rhythm/beat and performance cues) are combined to create meaning in a routine.
Music: Students will manipulate musical/expressive elements when practising for performance and refine ideas based on feedback.
Music: Students will develop listening/aural skills and performance control to match movement timing to the song.

Lesson structure (50 minutes)

0–5 min · Do Now: Review & Set Up. Teacher checks students have watched the previous video recap (if available) and confirms space and sound. Students review the lesson plan outline silently and quickly confirm they can see/hear the screen and speakers.
5–10 min · Activity 1: Video recap (Whole class multimedia). We do. Teacher plays the “Let’s Dance! Pt. 1” recap and pauses briefly on key choreography tips from Ricky. Students watch and then point (with a finger or thumbs) to which tip they think will help them most today.
10–15 min · Activity 2: Warm-up routine. We do. Teacher demonstrates how to spread out safely and explains warming up prevents injuries and prepares the body. Students follow the warm-up video, focusing on steady balance (touch nose/pinch ear) and controlled movements.
15–45 min · Activity 3: Rehearse & build routine. Bangady’u, nii, Bangadyimi. Teacher sets expectations for collaborative rehearsal: listen for sections of the song, use metronome counting, and give one helpful feedback comment. Students rehearse in groups while the teacher moves between them using the three-step release:

Modelled (I do) · 15–20 min: Teacher opens Dance Lab, selects the saved dance, plays the full song, and identifies song sections with students. Teacher clicks the eye icon to show current moves and demonstrates how to “add move” and practise it with metronome counts (5, 6, 7, 8). Students watch and take turns naming what section the class is in.
Guided (We do) · 20–30 min: Teacher leads the class to add/adjust one new move together: selects which dancers perform it, checks the tutorial, arranges formation, then runs 2–3 attempts with metronome then music. Students chant/hold the count and mirror the movement quality cues (levels/dynamics/technique).
Independent (You do) · 30–35 min: Students in their assigned roles practise the new move in their formation while one student uses a checklist (safe spacing, timing with metronome, expression). Teacher listens for accuracy and offers targeted feedback to one group at a time.
Guided interactive refinement · 35–43 min: Teacher prompts “Turn and tell” feedback: one sentence—what worked, one suggestion to improve. Students apply the suggestion and run through the affected section again with metronome, then with music.
Wrap rehearsal workflow · 43–45 min: Teacher confirms they have completed the additional sections for today and guides students to press Exit and get ready for cool-down. Students do a final short run-through as prompted.

45–50 min · Activity 4: Cool down. We do. Teacher plays the cool-down video and reminds students to recover, improve flexibility, and prevent soreness. Students follow along and complete one slow breathing reset.

Resources

Multimedia capability (screen, speakers)
Printed lesson plan (Do Now step)
Space for safe rehearsal (clear floor area)
Device access for Dance Lab (teacher + student groups as set up)
Dance Lab saved routine from previous lesson
Warm-up video
Cool-down video
Dance Lab metronome function (5–6–7–8 count use)
Feedback checklist (safe practices, timing, expression, teamwork)
Differentiation sentence stems for feedback (Lower/Middle: “I noticed…, I suggest…”; High Potential: “The dynamic/level change could communicate…”)

Assessment

Teacher observation during rehearsal: safe movement, on-beat timing, contribution to choreography decisions.
Formative check during “Turn and tell” feedback: students use a respectful, specific suggestion.
Exit evidence (quick teacher scan): each group performs one marked “new move” from today; teacher notes timing accuracy and expression.

Differentiation

Lower potential support:
Provide a simplified role (e.g. performer only, formation spotter, or count caller).
Use fewer move changes: only add one move and practise it twice with metronome before music.
Provide sentence stems and a smaller feedback checklist (2 items only).
Middle learners:
Keep the process as written, with guided formation and one targeted adjustment (level or dynamics).
Offer “choices with guidance” in Dance Lab: select among two tutorial options for the move.
High potential and gifted learners:
Challenge: add a contrasting variation (e.g. change level or dynamic on one beat) and justify how it communicates an idea.
Extension within the rehearsal: propose a spacing change for one chorus section and trial it with the metronome.
SEN/EAL considerations:
Use clear hand signals for “stop, start, again” and consistent group roles.
Pair students for peer modelling; allow pointing/gesture to demonstrate feedback before speaking.

Extension (optional)

After rehearsal, record a 30–60 second practice clip (if devices allow) and students independently choose one improvement to apply next lesson.

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