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Lesson 3 - Dance Dynamics

Traditional to Creative Barn Dance

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Year 3

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Dance

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Big Question

How do different dance dynamics help us communicate emotions and stories to our audience?

Learning Objectives

To identify and apply different dance dynamics to movement
To explore and demonstrate performance quality through facial expression and focus
To create energetic dance movements that reflect Barn Dance style

Key Outcomes

Students will confidently demonstrate at least 3 different dance dynamics
Students will perform with appropriate facial expression and intentional focus
Students will create and link 2-4 dance movements showing strong, energetic dynamics

Equipment & Resources Required

Tunnel Systems

Positioned where all students can hear clearly

Alternative: Tablet/phone with speaker

Barn Dance Music

Queued up and ready to play

Alternative: Audio-only barn dance music

Whiteboards

Visible to all students for dynamics vocabulary

Alternative: Large paper and marker

Dish Cones

3-4

Different colours for categorising dynamics

Alternative: Chalk for blackboard

Cones

8-12

Define performance area clearly

Alternative: Markers or spots

Key Vocabulary

Dynamics

The way we perform movement - how fast, slow, strong, light, or smooth it is

Focus

Where we direct our eyes and attention during performance

Facial Expression

Using our face to show emotion and communicate with the audience

Performance Quality

How we present ourselves to connect with and engage our audience

Barn Dance

A traditional style of dance that is energetic, strong, and celebratory

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements
Simple dance shapes and positions
Group dance movements from previous lessons

Current Skills

Understanding of dance dynamics
Performance quality awareness
Intentional focus and facial expression

Next Steps

Complex choreographic sequences
Advanced performance techniques
Creating original dance compositions

Milestone Indicators

Clear differentiation between dynamics

Sustained focus throughout performance

Smooth transitions between movements

Key Teaching Points

Dynamics change how movement feels both for performer and audience
Performance quality is about intentional communication with the audience
Strong and energetic dynamics require full body engagement while maintaining control
Focus and facial expression work together to create connection with the audience
Creative work builds on established technical foundation
Group work requires cooperation, compromise, and mutual support
Barn dance style celebrates energy, community, and joy through movement

Common Misconceptions

Strong dynamics mean out of control or aggressive movement - teach controlled power
Performance quality is about showing off - emphasise genuine communication and connection
Looking at the audience is scary - practice makes it natural and enjoyable
All movements must be complicated - simple movements with clear dynamics are very effective
Creative work must be completely original - building on known elements is appropriate and valuable
Group work means everyone does exactly the same thing - celebrate individual contributions within group unity
Dance is only for certain types of people - everyone can express themselves through movement

SEN Adaptations

ADHD

Build in regular movement breaks, use high-energy activities positively, provide clear boundaries and expectations, offer leadership roles for engagement

dyspraxia

Break down movements into smaller components, provide extra practice time, use visual and physical demonstrations, pair with supportive partner for movement help

autism spectrum

Provide clear structure and routine, use visual schedule of lesson activities, offer quiet space if needed, allow extra processing time for creative tasks

visual impairment

Use clear verbal descriptions of dynamics, provide tactile demonstrations through partner work, use audio cues for dynamic changes, ensure clear pathways for movement

hearing impairment

Use visual demonstrations of all dynamics, provide written instructions and visual cues, use hand signals for dynamic changes, position for clear visual contact

physical disability

Adapt movements for seated or supported positions, use upper body or accessible movements to show dynamics, partner support for movement variations, focus on achievable range of motion

Cross-Curricular Links

English

Vocabulary development through dynamics terminology, descriptive language for movement qualities, listening skills during video analysis and group discussion

Art

Visual appreciation of movement qualities, observation and description skills, understanding how different qualities create different visual effects

Music

Rhythm and timing in movement, responding to musical dynamics and tempo, understanding how movement quality can match musical qualities

PSHE

Cooperation and teamwork in group work, building confidence through performance, appreciation and respect for others' creative work, emotional expression through movement

Teacher Guidance

Positioning

Central position during instruction, circulating between groups during practice, corner position during performances for optimal viewing

Observation Focus

Quality of dynamic application, group cooperation, appropriate exertion levels, understanding demonstrated through movement choices

Intervention Points

Step in if groups struggling with creative process, if dynamics becoming unsafe, if performance quality drops significantly, if group dynamics become challenging

Demonstration Notes

Always demonstrate dynamics with clear contrast to neutral movement, show performance quality by engaging with imaginary audience, model appropriate facial expressions and focus directions

Verbal Cues

•'Show me strong!'
•'Eyes to your audience!'
•'Feel the energy in your whole body!'
•'Make it clear for your audience to see!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space, non-slip surface suitable for dynamic movement

Surface Check

Dry, clean floor free from obstacles, appropriate for energetic movement and quick direction changes

Equipment Safety

Safety Checks

•Music system positioned safely out of movement area
•Cables secured and not creating trip hazards
•Whiteboard/flip chart stable and secure

Risk Management

Key Risks

•Collisions during energetic movement
•Overexertion with strong dynamics
•Loss of control with increased energy levels
•Strain from unfamiliar movement patterns

Risk Mitigation

•Clear boundaries established and maintained
•Groups adequately spaced with room for movement
•Progressive building of energy and dynamics
•Regular checks on exertion levels
•Clear instructions for spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Circulate between groups during practice time
•Monitor for signs of overexertion or conflict

Emergency Procedures

Stop activity immediately if collision or injury occurs, assess situation, provide appropriate first aid, ensure other students are safe and occupied