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Lesson 6 - Superpowers Action

Cross-Curricular Narrative Dance

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Year 4

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Dance

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Big Question

How can we use action and reaction to create compelling dance narratives that communicate superpowers?

Learning Objectives

To use action and reaction to relay a dance idea effectively
To work collaboratively with a partner to create phrase work relating to the stimulus
To describe, interpret and evaluate dance using appropriate terminology

Key Outcomes

Students will create and perform clear action-reaction sequences representing superpowers
Students will demonstrate understanding of dance terminology through performance and evaluation
Students will show fluent performance of complex dance phrases with partner coordination

Equipment & Resources Required

Tunnel Systems

Position centrally for clear sound throughout space

Alternative: Portable speaker with Bluetooth connectivity

Science Videos

Cued ready for stimulus introduction

Alternative: Superhero movie clips or animations showing powers

Superpowers Music Track

Volume adjusted for clear counting and instruction

Alternative: Dramatic instrumental music or superhero soundtracks

Track

Ready for warm-up section

Alternative: Upbeat warm-up music with clear 8-count structure

Cones

8-12

Mark clear performance spaces and boundaries

Alternative: Spots, hoops or visual boundary markers

Key Vocabulary

Action and Reaction

A movement principle where one person's action causes a response movement from another person

Phrase

A sequence of movements that forms a complete dance idea, like a sentence in movement

Canon

When the same movement is performed by different people at different times

Unison

When dancers perform the same movements at exactly the same time

Dynamics

How force and energy are used in movement - strong, gentle, sudden, sustained

Levels

The height at which movements are performed - high, medium, low

Stimulus

The starting idea or inspiration for creating dance movement

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance actions and travelling movements
Experience working in pairs and small groups
Knowledge of levels, pathways and basic dance vocabulary
Previous work on superpower themes and elasticity movements

Current Skills

Creating action and reaction sequences
Understanding cause and effect in movement
Partner choreography and synchronisation
Reverse movement patterns for time travel effects

Next Steps

Complex narrative choreography
Advanced partner and group work
Sophisticated use of dance dynamics
Performance skills and stage presence

Milestone Indicators

Clear distinction between action and reaction movements

Synchronized partner work with good timing

Ability to reverse movement patterns accurately

Use of appropriate dance terminology in evaluation

Key Teaching Points

Action and reaction must be clearly connected - cause and effect should be obvious
Timing is crucial - reactions should happen immediately after actions
Use dance vocabulary consistently throughout the lesson
Encourage exaggerated movements to make concepts clear
Partner communication is essential for effective collaboration
Performance quality matters - commit fully to the superhero characters
Link movements to the superpower theme throughout

Common Misconceptions

Thinking action and reaction are the same movement - emphasise they should be different but connected
Believing reactions can happen before actions - reinforce the cause and effect sequence
Assuming all movements should be big and dramatic - show that subtle actions can have dramatic reactions
Not understanding that reverse means backward order - demonstrate clearly with simple examples
Thinking dance doesn't tell stories - emphasise the narrative power of movement

SEN Adaptations

ADHD

Frequent movement breaks, clear time boundaries, immediate feedback, varied activities to maintain engagement

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined, breakdown of complex sequences

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable transitions

visual impairment

Use audio cues for timing, physical demonstration of movements through touch, partner support for spatial orientation, describe visual elements clearly

hearing impairment

Visual demonstrations throughout, hand signals for timing, vibration cues for rhythm, written instructions available

physical disability

Seated or adapted movement versions, focus on upper body actions, modified partner roles, use of props if helpful

Cross-Curricular Links

English

Storytelling through movement, understanding cause and effect in narrative structure, vocabulary development through dance terminology

Maths

Counting in time signatures, understanding sequence and order, patterns in movement, spatial awareness and geometry

Science

Forces and motion - action and reaction as physical principles, understanding cause and effect relationships in the natural world

PSHE

Partner cooperation and communication, leadership skills, giving constructive feedback, building confidence through performance

Teacher Guidance

Positioning

Move around the space to observe all pairs, position centrally for demonstrations and instructions

Observation Focus

Watch for clear action-reaction relationships, safe spacing, effective partner cooperation, and creative movement choices

Intervention Points

Step in if students struggling with timing, if safety issues arise, or if pairs need support with communication

Demonstration Notes

Always demonstrate with a student partner when possible, exaggerate movements for clarity, use dramatic superhero characterization to engage students

Verbal Cues

•'Action causes reaction!'
•'Make it bigger so we can see!'
•'Count together - 1, 2, 3, 4...'
•'Eyes on your partner!'
•'Show me the story through movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 10m clear dance space, suitable flooring for dance movement

Surface Check

Non-slip surface, free from obstacles, adequate ventilation for physical activity

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume levels appropriate for instruction and student hearing
•All cables secured to prevent tripping

Risk Management

Key Risks

•Collisions during partner work and travelling
•Falls during level changes and dynamic movements
•Overexertion during intensive choreographic work
•Loss of spatial awareness during performance excitement

Risk Mitigation

•Clear personal space boundaries established and maintained
•Progressive skill building from simple to complex movements
•Regular reminders about spatial awareness
•Adequate rest breaks during intensive creation phases
•Clear role definitions in partner work

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor partner interactions for safety and cooperation
•Watch for signs of fatigue or overexertion
•Ensure adequate spacing during performance sections

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek additional support as needed