Krumping Kicks Intro

Overview

In this lesson (7 of 10) students explore krumping as a style of expressive street dance. They practise using their bodies to show feelings, follow simple step cues, and work safely in personal space.

Learning intentions

• WALT explore krumping through big, expressive movements.
• WALT show emotions using posture, facial expression, and body shape.
• WALT practise simple krump step patterns with control (stop, start, and change).
• WALT collaborate respectfully by sharing space and responding to teacher cues.

Success criteria

• I can show at least one emotion (e.g., excited, angry, powerful) using my body and face.
• I can perform a simple krump sequence (step-touch + arm swing + body hit) and freeze when asked.
• I can keep my own space clear and move safely around others.
• I can respond respectfully when peers are performing.

Curriculum links

• Dance — expressive movement (using the body to communicate).
• Dance — movement skills and safe practice (control, timing, and awareness of space and others).
• Creating and sharing ideas — exploring, practising, and presenting simple movement.
• Key competencies: Thinking (making choices about how to show an emotion), Participating and contributing (working safely with others), Self-management (following routines and cues).

Lesson structure (30 minutes)

1. 0–3 min · Arrival and safety check. Teacher reminds students about personal space, listening for freeze signals, and safe levels (no jumping into other people). Students repeat the class safety phrase and stand on their mark.

2. 3–8 min · Warm-up: emotion through levels. Teacher leads a guided warm-up where students move in different levels (high/medium/low) and shapes to match shouted emotions (e.g., “happy—tall and bouncy”, “focused—still and ready”). Students move with control and stop on the freeze cue each time.

3. 8–12 min · Krump introduction: “big energy” bodies. Teacher shows 2–3 model movements: a strong stance, quick arm “punch” swings (without contact), and a body “hit” pose to end. Students mirror the teacher, focusing on facial expression and clear shapes.

4. 12–20 min · Skill practice: Krump Kicks basics. Teacher teaches a simple 4-count phrase:

• Count 1: step to the side
• Count 2: bring feet together (small kick or step-touch, teacher decides the safest option)
• Count 3: step to the side again
• Count 4: body hit + freeze (strong pose with arms and face) Students practise in small groups, then repeat as a whole class using call-and-response counts. Teacher circulates for control and safe spacing.

5. 20–26 min · Suggested activities:

• Basic Krumping moves practice in pairs.
• Follow-the-leader dance circle to practice rhythm and style.
• Creative expression freestyle session with music.
• Group discussion on feelings and energy in dance.
• Cool down stretches and reflection.

6. 26–30 min · “Emotion remix” performance rounds. Teacher assigns one emotion per group (excited, angry, brave, proud) and students perform the krump phrase while exaggerating that feeling through body shape and face; the freeze must match the final “hit”. Students perform for 10–20 seconds each and give one respectful “I noticed…” comment to a partner.

7. 30 min · Cool down and quick exit reflection. Teacher leads slow breathing and gentle stretches (shoulders, arms, legs) and asks students to choose one emotion they showed best. Students complete a quick spoken exit ticket: “Today I showed ___ with my ___ (face/body/arms/feet).”

Resources

• Marker spots or tape for personal space spots
• Music player and speaker (instrumental beats at a suitable volume)
• Emotion cards (excited, angry, brave, proud, calm)
• Teacher demonstration space at the front or side
• Optional: simple timer or count claps for call-and-response
• Ballet/dance floor-safe footwear guidance (or barefoot only if school policy allows)

Assessment

• Formative: teacher observes whether students freeze cleanly on cues and keep spacing safe during practice.
• Formative: teacher checks if students can connect an emotion to movement (posture/face/body shape) during “emotion remix”.
• Summative (informal): exit reflection identifies the emotion and the body part used to show it.

Differentiation

• Support: provide sentence starters for comments (“I noticed your ___ when you felt ___”), and offer alternative counts (students can use simpler step-touch instead of kick).
• Support: use visuals (emotion cards + gesture icons for face/arms/hit) and rehearse the phrase slowly before adding speed.
• Extension: students add one extra “variation” in arms for the body hit (still non-contact) while keeping the freeze.
• EAL/SEN: allow students to respond by pointing to an emotion card or demonstrating the emotion first, then naming it; keep instructions short and repeat key phrases.
• Behavioural support: assign roles (timer clapper, helper for spacing reminders) to increase engagement and self-management.