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Lesson 1 - Character Movement and Direction

Cross-Curricular Narrative Dance

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Year 4

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Dance

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Big Question

How can changing levels and directions transform our movement to tell a story?

Learning Objectives

To create movements in response to a character idea (spy)
To use direction changes to develop and vary set material
To perform dance movements with clarity and fluency

Key Outcomes

Students will create and perform spy-themed movements using different levels
Students will adapt set choreography by changing directions
Students will demonstrate understanding of how movement choices affect performance impact

Equipment & Resources Required

Track

1 music system

Test audio levels before lesson, have backup music ready

Alternative: Any suspenseful instrumental music with clear beat

Science Videos

1 display screen

Position screen where all students can see clearly

Alternative: Teacher demonstration, visual prompt cards

Whiteboards

Space for mindmap and key vocabulary display

Alternative: Large paper, interactive board

Markers

3-4 different colours

Different colours for categorising ideas

Alternative: Chalk for blackboard

Key Vocabulary

Set phrase

A sequence of movements that are predetermined and practised

Level

How high or low your body position is in space

Direction

The pathway your movement travels - forwards, backwards, sideways, in circles

Dynamics

How you use energy, speed and force in your movements

Motif

A short movement phrase that can be repeated or developed

Character

The role or personality you are portraying through movement

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, jumping)
Understanding of high and low levels
Experience working with counts and rhythm

Current Skills

Character interpretation through movement
Direction changes in choreography
Partner collaboration in dance
Performing set phrases to music

Next Steps

Creating longer dance sequences
Using formation changes
Developing more complex character work
Group choreography skills

Milestone Indicators

Students can maintain character throughout performance

Movement quality shows clear high/low level contrasts

Direction changes are deliberate and controlled

Performances show understanding of spy characteristics

Key Teaching Points

Character development is key - encourage students to really 'become' spies through movement quality
Direction changes should be deliberate and clear, not just incidental movement
Build confidence through progressive skill development from simple to complex
Use partner work to develop collaboration and peer support skills
Link all movements back to the spy theme for coherent character portrayal
Encourage big, dramatic movements that are visible to audience
Maintain focus on performance quality alongside technical accuracy

Common Misconceptions

That dance is just about remembering steps - emphasise character and story telling
That all movements must be perfect - focus on commitment and character over precision
That direction changes are just for variety - explain how they affect meaning and impact
That spy movements must be secretive - explain dramatic performance requires exaggeration
That only girls can express character well - encourage all students to commit to character work

SEN Adaptations

ADHD

Shorter practice segments, immediate feedback, opportunities for leadership, physical activity breaks as needed

dyspraxia

Simplified movement patterns, extra practice time, verbal and visual prompts, focus on effort over precision

autism spectrum

Clear structure with visual sequence cards, quiet space available if overwhelmed, predictable routine with advance notice of changes

visual impairment

Use clear verbal descriptions of movements, physical guidance for spatial awareness, partner support for direction changes

hearing impairment

Visual demonstrations with clear gestures, written step instructions available, visual cues for rhythm and timing

physical disability

Seated or adapted versions of movements, focus on upper body or achievable actions, modified direction changes

Cross-Curricular Links

English

Vocabulary development through spy terminology, character analysis, descriptive language for movement qualities

Maths

Counting in 8s and 16s, pattern recognition in choreography, spatial awareness and geometric directions

Music

Beat and rhythm recognition, timing and tempo, musical structure understanding

PSHE

Teamwork and collaboration, confidence building, giving and receiving feedback, respect for others' creative work

Teacher Guidance

Positioning

Stand where all students can see demonstrations clearly, move around space to observe all pairs during practice

Observation Focus

Watch for character development, accurate phrase execution, creative direction changes, and positive collaboration

Intervention Points

Step in if safety concerns arise, support students struggling with phrase memory, facilitate pair work when needed

Demonstration Notes

Demonstrate: Always exaggerate movements for visibility, show spy character clearly, model pair collaboration positively

Verbal Cues

•'Light on your toes like a real spy!'
•'Bigger movements - make it dramatic!'
•'Listen to the music to stay together!'
•'Show me your spy character!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m indoor space, clear of obstacles, suitable floor surface for movement

Surface Check

Non-slip floor surface, dry and even, suitable for dancing and direction changes

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume at appropriate level for instruction
•All electrical cables secured and away from pathways

Risk Management

Key Risks

•Collisions during direction changes and partner work
•Loss of balance during kicks and spinning movements
•Overexertion during energetic spy movements

Risk Mitigation

•Clear personal space boundaries established and maintained
•Progressive skill building from simple to complex movements
•Controlled environments for direction changes
•Partner work with adequate spacing between pairs
•Emphasis on controlled movements rather than speed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Monitor kicking actions for safety and control
•Watch for overexertion and provide rest as needed
•Ensure safe transitions between formation changes

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, clear space for assistance if needed