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Lesson 6 - Routine Creation & Entry Positions

Action Adventure Narrative Dance

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Year 4

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Dance

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45 min

Big Question

How can we create a dramatic entrance that captivates our audience and sets the mood for our superhero dance routine?

Learning Objectives

Create a 5-action routine incorporating an 'entering' start position that demonstrates understanding of stage presence
Practice and perform a group routine that includes coordinated entry timing and formation work
Apply skills learned in previous lessons to develop and extend dance sequences with appropriate facial expressions

Key Outcomes

Students will successfully perform a group routine with synchronized entrance timing
Students will demonstrate understanding of choreographic elements including freeze frames, cannon, and formations
Students will show improved stage presence through effective use of facial expressions and body tension

Equipment & Resources Required

Music Player

Position for clear audio throughout hall

Alternative: Portable bluetooth speaker, tablet with speakers

Cones

20-30

Use to define 'stage' areas for each group

Alternative: Spots, hoops, or masking tape

Themed Music

Various tracks

Prepare playlist with different energy levels

Alternative: Generic upbeat instrumental music

Stopwatch

For timing freeze frames and routine segments

Alternative: Phone timer, wall clock with second hand

Key Vocabulary

Choreographer

A person who creates and arranges dance movements and routines

Entrance

The way dancers come onto the stage or performance area to begin their routine

Stage Presence

The confidence and charisma a performer shows while on stage

Cannon

A choreographic technique where dancers perform the same movement one after another in sequence

Formation

The arranged positioning of dancers on stage or in the performance space

Freeze Frame

A moment in dance where all movement stops and dancers hold a still position

Skill Progression Pathway

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

Prior Learning

Basic dance movements and poses from previous lessons
Understanding of superhero themes and character representation
Experience with superman arabesque position from lesson 5
Knowledge of freeze frames and formation work

Current Skills

Coordinated group entrances with timing
Extended routine creation using learned elements
Choreographer role and evaluation skills
Integration of cannon and formation changes

Next Steps

Complex multi-level choreography
Advanced timing and synchronization
Independent choreographic creation
Performance and evaluation skills

Milestone Indicators

Groups can enter 'stage' in perfect synchronization

Routines include all required choreographic elements

Students can evaluate and improve their own performances

Facial expressions enhance the narrative effectively

Key Teaching Points

Emphasise the connection between character and movement throughout all activities
Use the choreographer role to develop critical observation and feedback skills
Maintain high expectations for coordination and timing while supporting individual needs
Connect all movement to the superhero theme to maintain engagement and purpose
Balance individual creativity with group coordination requirements
Use specific choreographic vocabulary consistently throughout the lesson
Create a performance culture where mistakes are learning opportunities

Common Misconceptions

Misconception: All superheroes move the same way. Correction: Each superhero has unique characteristics that should show in their movement style
Misconception: Choreographer means telling people what to do. Correction: Choreographer observes, evaluates, and guides to help improve the performance
Misconception: Cannon means everyone doing different things. Correction: Cannon is the same movement performed in sequence with timing delays
Misconception: Facial expressions aren't important in dance. Correction: Expressions tell the story and connect with the audience
Misconception: Freeze frames can be wobbly or relaxed. Correction: Freeze frames require strong, controlled holds that show character power

SEN Adaptations

ADHD

Regular movement breaks built into lesson, clear visual boundaries for groups, specific roles and responsibilities

dyspraxia

Simplified movement sequences, extra practice time, visual aids for choreographic elements

autism spectrum

Clear structure and routine, advance warning of performance expectations, quiet space available for breaks

visual impairment

Clear verbal descriptions of all movements, tactile guidance for formations, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all instructions, vibrant visual cues for timing, written choreographer checklist

physical disability

Modified movements adapted to individual capabilities, alternative roles like assistant choreographer, seated variations

Cross-Curricular Links

English

Character development and storytelling through movement, descriptive language for feedback and reflection

Maths

Counting and timing, patterns and sequences, spatial arrangements and formations

Art

Creative expression through movement, composition of visual arrangements, aesthetic appreciation

Music

Rhythm and timing, responding to musical cues, creating movement that matches musical character

PSHE

Teamwork and collaboration, giving and receiving feedback, building confidence and self-expression

Teacher Guidance

Positioning

Move between groups during practice time, centre position for whole-class demonstrations

Observation Focus

Monitor group coordination, individual safety, quality of peer feedback, engagement levels

Intervention Points

Step in if groups struggling with timing, unsafe movements attempted, or negative group dynamics

Demonstration Notes

Use clear, exaggerated movements for visibility, break down complex sequences into steps, model positive feedback and encouragement

Verbal Cues

•'Flying superheroes, strong and straight!'
•'Hold that freeze frame with superhero power!'
•'Choreographers, what do you see?'
•'Facial expressions tell the story!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface suitable for dance movement, free from debris or hazards

Equipment Safety

Safety Checks

•Cones placed safely to mark stage areas without creating trip hazards
•Music system positioned securely with no trailing cables
•Adequate ventilation for physical activity

Risk Management

Key Risks

•Collisions during group entrances and movements
•Falls during superman flying or arabesque positions
•Overexertion during extended routine creation
•Inappropriate contact during partner/group work

Risk Mitigation

•Clear stage boundaries and adequate spacing between groups
•Progressive skill building from individual to group work
•Emphasis on controlled movement rather than speed
•Regular safety reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during routine practice
•Active circulation during group work to monitor safety
•Immediate intervention if unsafe movements attempted

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for emergency access if needed