Last Updated: Wednesday, February 10, 2021

Animal dance - early level

What is this?

Below you will find ideas to help you to design experiences to support children to use their imagination to move their body in different ways. The experience will also support them to share their ideas with others.

This learning activity is intended to support teachers and practitioners to plan learning experiences for children in their usual setting or while they are learning at home. As well as taking account of national and local guidance relating to Covid-19, the activity should be used or adapted accordingly to consider the range of learners and their prior knowledge and individual circumstances in relation to this learning experience.

Curriculum for Excellence (CfE) Experiences and Outcomes: early level

I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space. HWB 0-21a

I am developing my movement skills through practice and energetic play. HWB 0-22a

I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. HWB 0-23a

Purpose of the activity

Children learn best when they interact in the world around them in playful experiences. This experience helps children to develop their body movements and supports them to share their ideas and suggestions.

Learning activity

  • Discuss with children the animals that they might find in the woods. You could use picture cards of animals or a suitable woodland story as a context.
  • If possible, ask children to work with a partner. Children should choose different woodland animals and think about the ways these animals move. Together children should practice the movements for each animal. Remind them that they can ask for help with ideas if they need to.
  • Next, play some suitable music to support creative movement. Classical music could be used for this. Music can be sourced on an electronic device, using a search engine to find appropriate music. Encourage children to listen to the music and think how their animal movements fit with it.
  • Now give children time to make up their own dance working with a partner. Encourage children to decide what animals will be in the dance and how they will move to the music. Give them time to practice. Remind children they can ask for help with ideas if they need to.

National Benchmarks: early level

  • Focuses on task and pays attention to stimuli, for example, instructions from a practitioner.
  • Demonstrates imagination through energetic play.
  • Shows awareness of body parts and body positions when performing a range of different movements.
  • Adopts different roles when working individually or as part of a group.
  • Seeks appropriate help.
  • Is aware of ideas, thoughts and feelings of others.

Possible approach to assessing learning

The following questions could be used to help to assess children’s progress.

  • How well do children remain focused on the task, listen to the ideas of others and share their own ideas?
  • To what extent do children demonstrate control of a range of body movements?
  • How effectively do children demonstrate an ability to use imagination to perform different movements?

When planning approaches to assessment, you may wish to consider the latest guidance about assessment.