Flamenco Fusion

Overview

In this lesson (3 of 7) from the unit “Dances from Around the World”, students explore Flamenco rhythms and movements from Spain and begin to fuse them with a simple storytelling idea linked to the unit book. They practise performance skills, make choices, and share their ideas respectfully.

Learning intentions

• WALT explore Flamenco-inspired body movements and rhythmic clapping in time with a steady beat.
• WALT use our voices and bodies to tell a short story about feelings and actions.
• WALT contribute to a group performance by taking turns and following agreed cues.
• WALT respond to others’ performances using kind, specific feedback.

Success criteria

• I can copy and perform a Flamenco-style movement sequence (for example: stomp, clap, pose).
• I can keep a beat using clapping or rhythm instruments.
• I can show feelings in my face and body and match them to the story.
• I can give feedback using “I noticed… I liked… Next time…”

Curriculum links

• English (Speaking, writing, and presenting): students use spoken language and performance to communicate ideas and feelings.
• The Arts (Drama and movement): students create, share, and respond to drama through actions, images, and performance.
• NZ Curriculum key competencies: Thinking (creating movements and story ideas), Relating to others (listening and turn-taking), Participating and contributing (performing as a group), Communicating (sharing ideas and feedback).

Lesson structure (50 minutes)

1. 0–5 min · Welcome & unit connection. Teacher greets students, reminds them they are learning dances from around the world, and introduces today’s focus: “Spanish Flamenco Fusion”. Students do a quick “show me” stretch for arms and feet.
2. 5–12 min · Warm-up beat & body readiness. Teacher models a steady beat using claps; students join. Teacher adds simple Flamenco actions one at a time (stomp feet, snap fingers or claps, then a still “pose”). Students practise each move, then combine two moves with the beat.
3. 12–20 min · Model mini-routine (copy and perform). Teacher demonstrates a 3-part routine: (1) stomp-stomp, (2) clap-clap, (3) pose with a facial expression (happy/angry/scared—teacher chooses one). Students copy in pairs, then swap roles so everyone leads once.
4. 20–30 min · Drama storytelling: “Feeling + Action”. Teacher shows a simple story prompt connected to the book: “In the story, the character feels… then they…”. Teacher guides students to choose one feeling and one action using Flamenco-inspired movements. Students practise in small groups of 3–4: they perform a 10–15 second “beginning-middle-end” using freeze frames (teacher calls “freeze”).
5. 30–40 min · Flamenco fusion with book moments. Teacher revisits the unit book page/moment they read previously and asks: “What was the character’s main feeling here?” Teacher leads a group discussion on what movement matches that feeling. Students create a short fusion performance that blends: the routine (stomp/clap/pose) + one book moment action. Students rehearse while teacher circulates to support choices and timekeeping.
6. 40–47 min · Perform & respond. Two or three groups perform for the class. Audience students use the feedback frame: “I noticed… I liked… Next time…” Teacher prompts one question after each performance: “Which movement showed the feeling best?”
7. 47–50 min · Quick exit reflection. Students choose a card (or show with fingers): “I kept the beat”, “I showed feelings”, or “I worked well with my group”. Teacher collects responses and praises specific successes.

Resources

• Unit book and the specific page/moment from the previous lesson (print or class display)
• Floor space for movement; optional taped boundaries
• Rhythm instruments (small tambourines, shakers) or rhythm cards for turn-taking
• Feedback cards with sentence starters: “I noticed… I liked… Next time…”
• Simple emotion flashcards (happy, angry, scared, excited)
• Timer or a visible countdown for rehearsal segments

Assessment

• Teacher observation checklist during warm-up and rehearsal: beat awareness, safe movement, taking turns, and showing facial/body feeling.
• Formative feedback during group work: teacher gives one “next step” prompt (for example, “Try a bigger pose” or “Keep the stomp in the beat”).
• Exit reflection (quick card/fingers): identifies whether students can keep the beat, show feelings, and collaborate.

Differentiation

• Support: provide sentence starters for group sharing; use fewer steps in the routine (stomp + pose only) for students needing additional scaffolding; model movements slowly and use teacher-led “freeze”.
• Extension: invite students to add a second emotion change (for example, excited to worried) and adjust movement speed; ask advanced students to lead a group cue using a gesture.
• EAL/SEN: allow non-verbal responses (pointing to emotion cards, demonstrating the story action). Pair students strategically so they have a supportive partner for turn-taking and rehearsal.
• Inclusion: emphasise that everyone participates in a role—performer, leader (cue giver), or audience feedback giver.

Extension (optional)

• SKIP