Hip Hop Basics

Overview

In this second lesson of the “Hip Hop Dance Adventure” unit, Year 1 students practise foundational hip hop body movements: bounces and simple body isolations. They learn to copy a model, use their own bodies with expressive energy, and respond safely to teacher cues.

Learning intentions

• WALT copy basic hip hop movements with increasing accuracy.
• WALT practise a steady bounce and controlled changes in movement speed.
• WALT explore simple isolations (e.g., shoulders, arms, or knees) while keeping a safe body shape.
• WALT use space safely by staying aware of classmates and personal boundaries.

Success criteria

• I can do a bounce using my whole body (knees/hips) when the teacher counts.
• I can freeze and restart on cue without wobbling or bumping others.
• I can isolate one body part (like shoulders) while the rest of my body stays mostly still.
• I can move in my space (not into others) and show expressive energy.

Curriculum links

• Dance — learning through movement expression, sharing and responding to dance actions using the body and space appropriately.
• Teaching sequence guidance — systematically and explicitly teaching movement components (e.g., bounce, isolation, freeze/start) supports novice learners.
• Competencies — Thinking (noticing, choosing, practising), Self-management (following cues, safe participation), and Relating to others (moving with awareness of classmates).

Lesson structure (30 minutes)

1. 0–3 min · Welcoming rhythm + rules. Teacher gathers students in a circle and reminds them: “Our bodies are for dancing, not touching” and “We move in our space.” Students repeat the rules, then stand ready with hands on knees.

2. 3–8 min · Warm-up: Bounce counts. Teacher demonstrates a simple hip hop bounce (knees soft, hips up/down) while counting 1–2–3–4, then adds a freeze on “STOP.” Students practise the bounce in place, then freeze when they hear the cue.

3. 8–15 min · Direct teach: Bounces + expressive energy. Teacher models two versions:

• Bounce (small, quiet)
• Bounce (bigger, energetic) Teacher checks for safety (feet apart in a stable stance, no jumping into others) and uses visual cues (up/down hands = more/less). Students perform both versions, following the teacher’s hand signals and stopping on “STOP.”

4. 15–22 min · Isolation exploration (simple body parts). Teacher chooses one isolation at a time (keep it very clear for Year 1):

• Shoulder isolation: “Shoulders up, shoulders down—freeze!”
• Arm isolation: “One arm extends, then retracts—freeze!”
• Knee isolation: “Lift one knee, put it down—freeze!” Teacher demonstrates, then isolates while the rest of the body stays still (or as still as possible). Students copy each isolation for 3–4 counts, freeze, and restart on the cue.

5. 22–26 min · Combine: Bounce + isolation “punch.” Teacher explains and demonstrates: students bounce for two counts, then do one isolation “punch” on the third count, then bounce again. Teacher emphasises control: isolate and freeze briefly. Students practise the sequence: Bounce, Bounce, Isolation (freeze), Bounce.

6. 26–30 min · Cool-down + quick share (assessment). Teacher leads slow movements: gentle sway, then a calm “statue” pose. Students do one final bounce and one shoulder (or chosen isolation) in their own space while the teacher observes. Students name one thing they did well (e.g., “I froze on STOP” or “My shoulders moved”).

Resources

• Teacher demonstration area with clear floor spot marker(s)
• Simple countdown cards or hand signals (1–4, STOP/GO)
• Music with a clear beat (instrumental hip hop style, low volume during freeze practice if needed)
• Visual cue picture cards: Bounce, Freeze, Shoulders, Arms, Knees
• Timer or stopwatch (optional) for short practice rounds
• Space markers (optional) for safe personal zones

Assessment

• Teacher observation during practise: accuracy of bounce timing (counted), ability to stop safely on cue, and control during isolation (freeze moment).
• Quick teacher questioning: “Which body part did you isolate?” and “What did your body do during the freeze?”
• Exit check (during cool-down): each student attempts one bounce + one isolation “punch” with a brief freeze while teacher records notes (e.g., on paper roster or checklist).

Differentiation

• Support: demonstrate slowly first; use fewer options (e.g., only shoulders) and allow extra “ready” time before STOP/GO. Provide sentence starters verbally: “I isolated my ___.”
• Support: offer individual proximity or a partner “buddy” who is ready and helps without touching.
• Extension: students can practise bigger vs smaller bounce, or choose between two isolations (shoulders OR arms) when cued.
• SEN/EAL: keep language short and consistent—use the same cues every time (“Bounce”, “Freeze”, “Shoulders up”). Allow non-verbal participation if needed at first (copying movements only, then adding verbal responses later).