Jump Jim Joe lesson plan - Sing Up

Jump Jim JoeWRITTEN BY SUE NICHOLLSKEY STAGE 2 YEAR GROUP: 3-4SONG BANK LINKJump Jim JoeTraditionalSUBJECT LINKSPE QCA Unit 2: Dance activitiesDURATION: MINIMUM 1 HOURLearning objectives• Children will create and link dance phrases using a simple dancestructure or motif.• Children will perform dances with an awareness of rhythmic,dynamic and expressive qualities, on their own, with a partnerand in small groups.Resources• Hall or large space• Jump Jim Joe performance track• Jump Jim Joe echo track• Jump Jim Joe echo track (slower version)• Jump Jim Joe backing track• Video recording equipment (optional)Introduction• Share the Learning objectives with the children at the start of thesession.• Practise doubling numbers: 2, 4, 8, 16 etc, going up to numbers thatthe children can calculate.• Tell the class the ancient rice and chessboard tale. It involves a kingand his faithful servant, whom he wished to reward. Refusing gold,the servant asked for a grain of rice to be placed on one square of achessboard, which would be then doubled on each successivesquare. So, the second square would have two grains, the next, fourgrains and so on. The king agreed, thinking that this request wouldsave his gold reserves. However, rice was worth a lot of money, soimagine the king’s horror when he learns that he would have to givehis servant 18,446,744,073,709,551,615 grains of rice – a harvest ofunimaginable wealth! Set the children the task of working out howmany rice grains would be sitting on each chessboard square; thenumbers will quickly become utterly unmanageable!• Listen to the performance track of Jump Jim Joe; this is anAmerican social dance with simple social intentions, involving opengestures, welcoming faces and enthusiastic dance actions!• Ensure that everyone understands the pattern of actions. One‘starter’ couple stands in the centre of the circle; they hold handsand carry out the actions described in the lyrics: jumping, noddingand shaking heads, tapping one foot, walking round in a small circleand finally letting go to find a new partner, bringing them back tothe centre.• Play this number chanting game, which underpins the pattern andmost importantly, makes the point that the number of participantsin any doubling game grows amazingly quickly! Everyone stands in acircle with two children in the middle. Keep the chant steady andrhythmic, and don’t hurry the words:Two in the middleYo, ho, ho!Clap hands, stamp feet,Yo, ho, ho!Two in the middleYo, ho, ho!Each calls another (each person in the centre beckons to someone tojoin them)And the number grows!Four in the middle…Eight in the middle...Continue until everyone is in the middle.Sing Up, the Music Manifesto National Singing Programme, produced by Youth Music with AMV-BBDO,Faber Music and The Sage Gateshead, supported by Government1

Jump Jim JoeAssessment for LearningCan the children:• produce actions in response to stimuli?• explore ideas, moods and feelings by improvising andexperimenting with actions, dynamics, directions, levels and agrowing range of possible movements?• choose and link actions to make short dance phrases, and reflectrhythmic qualities?Next steps• Learn some new North American folk dances, eg. hoedowns,square dances and other dances that reflect some of thediversity of dance styles across the continent.Differentiated success criteriaAll children will: Some children will: A few children will:• Link actions to make dance phrases,working with a partner and in a smallgroup.• Perform short dances with expression,showing an awareness of others whenmoving.• Show an imaginative response to differentstimuli through their use of language andchoice of movement.• Be able to describe what makes a gooddance phrase.• Use a range of expressive language todescribe dance.Sing Up, the Music Manifesto National Singing Programme, produced by Youth Music with AMV-BBDO,Faber Music and The Sage Gateshead, supported by Government3