Hip Hop Welcome

Overview

In this first lesson of “Hip Hop Dance Adventure”, students are introduced to hip hop dance culture through a short, age-appropriate clip and a guided conversation. They will practise simple body actions (freeze, step, clap, and travel) that set up later learning in the unit.

Learning intentions

• WALT share ideas about hip hop dance and describe how it makes people feel.
• WALT follow movement instructions safely (start, stop, and freeze).
• WALT copy and try a simple movement pattern using beat-based actions.
• WALT use respectful language when talking about performers and dance.

Success criteria

• I can describe one thing I noticed in the clip and how it made me feel.
• I can move safely using clear starting and stopping signals (and freeze).
• I can copy a short 4-count movement pattern and try my own version.
• I can listen to others and respond respectfully during discussion.

Curriculum links

• Dance — movement skills: explore, practise, and apply basic movement actions with control (start/stop/freeze; travel and clapping on the beat).
• Dance — creating and responding: respond to dance by noticing features and describing feelings; begin to create a short movement sequence.
• Te Ao Haka / identity and belonging (through dance context): recognise dance as an expression of culture and community, and show respect.
• Key competencies: participating and contributing (group routines and respectful talk), managing self (safe behaviour and self-control), using language and symbols (talking about movement and counts), relating to others (listening and turn-taking).

Lesson structure (30 minutes)

1. 0–5 min · Welcome and rules. Teacher greets students, explains that hip hop dance is a style with roots in communities, and sets 3 safety rules (space, no touching, follow the stop signal). Students practise a “Freeze on Ready–Set–Freeze” call-and-response.

2. 5–10 min · Clip viewing (noticing). Teacher shows a short clip of hip hop dance performances and gives a “noticing focus”: What do you see people doing with their bodies? What do you notice about energy or feelings? Students watch quietly, then turn to a partner and share one noticing.

3. 10–15 min · Guided discussion (culture and meaning). Teacher prompts: “What might hip hop dancers be expressing?” “How do we show respect when we talk about dance?” Students add ideas to a whole-class chart using stems: “I noticed…”, “It felt…”, “I think it shows…”.

4. 15–22 min · Warm-up: beat and basics. Teacher leads a short routine: march in place (2 counts), clap (1 count), step and travel (1 count), then freeze. Teacher models clean starts and stops and reminds students to keep space. Students copy the routine and then do it again trying to keep the freeze exactly on the count.

   

5. 22–27 min · Create: 4-count movement pattern. Teacher teaches a simple 4-count pattern as a class: Count 1 = step-touch, Count 2 = clap, Count 3 = point (or hands up), Count 4 = body freeze. Teacher says students will create one change while keeping the same 4-count structure (for example, swap the point for a wave or change travel direction). Students perform their version in groups of 4, then switch groups.

   

6. 27–30 min · Cool down and exit check. Teacher leads slow breathing and shoulder/arm stretches, then asks students to share one success: “I followed the stop signal / I copied the pattern / I used respectful words.” Students complete a quick exit ticket style check verbally or on mini cards: draw one movement from the pattern and write a feeling word (e.g., excited, proud, calm).

Resources

• Short, age-appropriate video clip of hip hop dance performances (teacher-prepared file)
• Space plan for safe movement (marked floor spots or visual boundaries)
• “Ready–Set–Freeze” signal routine (teacher call or hand signal)
• Whole-class chart paper or whiteboard for noticing and feelings
• Simple exit ticket mini cards/paper and pencils
• Music with a clear beat (optional, teacher-controlled volume)
• Images of basic hip hop dance moves and warm-up exercises (printed or digital)

Assessment

• Teacher checks that students can freeze on cue and manage personal space during warm-up and group practice.
• Teacher listens during partner and whole-class sharing for evidence of respectful language and meaningful noticing (feelings, energy, actions).
• Exit check: students can recall and reproduce part of the 4-count pattern and name a feeling connected to the clip or dance.

Differentiation

• Support: provide sentence stems (“I noticed…”, “It felt…”, “I think it shows…”), and offer a reduced-choice movement option (students choose between two variations only).
• Support: model the freeze position clearly and use visual countdown signals for transitions.
• Extension: invite students to add one extra detail while keeping the 4-count structure (e.g., change arm level: low/high, or add a turn before the freeze).
• SEN/EAL: allow non-verbal responses (pointing to feelings chart, using a feeling word bank with picture supports) and pair students with supportive partners for discussion.
• Behaviour and safety: use clear, repeated start/stop cues; reduce group size if needed to maintain control.