Lesson 6 - Routine Creation & Entry Positions
Action Adventure Narrative Dance
•Year 4
•Dance
•Start Planning Better PE Lessons
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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
Position for clear audio throughout hall
Alternative: Portable bluetooth speaker, tablet with speakers
Use to define 'stage' areas for each group
Alternative: Spots, hoops, or masking tape
Prepare playlist with different energy levels
Alternative: Generic upbeat instrumental music
For timing freeze frames and routine segments
Alternative: Phone timer, wall clock with second hand
Key Vocabulary
A person who creates and arranges dance movements and routines
The way dancers come onto the stage or performance area to begin their routine
The confidence and charisma a performer shows while on stage
A choreographic technique where dancers perform the same movement one after another in sequence
The arranged positioning of dancers on stage or in the performance space
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
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