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Lesson 6 - Opening Ceremony Choreography and Performance

Ancient Greece Through Movement: Gods, Warriors and Olympic Ceremony

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Year 5

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Dance

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Big Question

How can we perform like excellent dancers and athletes representing our country in an opening ceremony?

Learning Objectives

To complete and perform a Greek-inspired opening ceremony dance routine
To demonstrate stage presence, timing, rhythm and sustained character as Olympic athletes
To evaluate and improve performance through peer assessment and video analysis

Key Outcomes

Students will perform a complete opening ceremony routine with accurate timing and expression
Students will demonstrate understanding of character portrayal through movement
Students will provide constructive feedback to improve performances

Equipment & Resources Required

Tunnel Systems

1 set

Position for clear sound coverage across performance space

Alternative: Portable speaker with phone/tablet connection

Track

1 audio file

Cued ready to play, volume tested and appropriate

Alternative: Other inspirational Olympic-themed music

Video Device

1 (tablet/camera)

Positioned to capture full performance area with stable mount if available

Alternative: Smartphone with good video quality

Video Assessment

1 recording from lesson 5

Ready to replay for comparison purposes

Alternative: Photos or notes from previous performance

Markers Cones

8-12

Mark performance boundaries and starting positions

Alternative: Chalk marks or tape on floor

Key Vocabulary

Stage Presence

The ability to command attention and engage an audience through confident, expressive performance

Choreography

The art of designing and arranging dance movements and sequences

Character Portrayal

Using movement, expression and body language to represent a specific person or role

Sustaining Character

Maintaining the role and expression consistently throughout the entire performance

Opening Ceremony

A spectacular performance that begins major sporting events like the Olympics

Rhythm and Timing

Moving in synchronisation with the beat and tempo of the music

Skill Progression Pathway

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

Prior Learning

Basic Greek-inspired movement vocabulary from previous lessons
Understanding of Olympic athletics and different sports
Experience with following simple dance routines
Basic understanding of rhythm and timing in dance

Current Skills

Completing and performing full opening ceremony routine
Creating character-specific start and finish positions
Demonstrating stage presence and sustained character portrayal
Evaluating and improving performance through video analysis

Next Steps

Creating original choreography for different themes
Leading group performances with confidence
Understanding advanced performance concepts like dynamics and spatial awareness
Applying evaluation skills to self-directed improvement

Milestone Indicators

Performs complete routine from memory with minimal prompts

Maintains character consistency throughout performance

Demonstrates clear improvement from previous video assessment

Provides specific, actionable feedback to peers

Key Teaching Points

Olympic theme must be sustained throughout - this is about national pride and sporting excellence
Character portrayal is more important than perfect technical execution - encourage authentic expression
Use video comparison effectively to show concrete progress and build confidence
Create genuine sense of occasion for final performance - this culminates their Olympic journey
Balance performance pressure with supportive environment - celebrate effort as much as outcome
Connect emotional aspects of being an Olympian - pride, determination, joy, representing something bigger
Ensure all students can identify specific improvements they've made during the unit

Common Misconceptions

That only technically perfect dancing counts as 'excellent' - emphasise character, expression and improvement are equally important
That Olympic athletes are naturally confident - discuss how they develop confidence through practice and support
That start and finish positions need to be complicated - simple, clear positions with strong character are more effective
That making mistakes means failure - emphasise resilience and continuing in character as true Olympic spirit
That performance is only for others to judge - help students recognise their own achievement and progress

SEN Adaptations

ADHD

Regular movement breaks, clear focus points for attention, immediate positive feedback, opportunity to help with technical aspects

dyspraxia

Simplified position options, extra practice time, peer partner support, focus on expression over precise technical accuracy

autism spectrum

Clear structure with visual schedule, quiet space available if needed, consistent routine format, preparation for performance element

visual impairment

Detailed verbal descriptions of character positions, buddy system for spatial awareness, tactile guidance for position creation

hearing impairment

Visual cues for timing, vibration signals for music, sign language for key instructions, visual rhythm patterns

physical disability

Adapted positions suitable for wheelchair users, seated version of routine, modified movements maintaining character essence

Cross-Curricular Links

English

Vocabulary development, description of movement and character, performance confidence, speaking and listening

Art

Visual impact of movement, costume and staging in ceremonies, design of Olympic symbols and ceremonies

Geography

Countries participating in Olympics, global nature of sporting events, host cities

History

Ancient Olympics in Greece, modern Olympic movement, British sporting achievements and national pride

Music

Rhythm, tempo, musical phrasing, performance to accompaniment, emotional expression through music

PSHE

Pride in achievement, representing community/country, persistence and resilience, celebrating diversity in sport

Teacher Guidance

Positioning

Move around perimeter during practice for different viewing angles, central position during final performance for recording and encouragement

Observation Focus

Character consistency, timing accuracy, confidence development, and stage presence throughout all activities

Intervention Points

Support students struggling with timing, encourage those lacking confidence, celebrate exceptional character work immediately

Demonstration Notes

Use exaggerated character examples to show contrast between different sports, model confident stage presence throughout, show appreciation for Olympic themes

Verbal Cues

•'Hold that proud position!'
•'Show me your athlete's strength!'
•'Stay in character!'
•'Big, clear movements for your audience!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 12m for full class performance with adequate spacing

Surface Check

Non-slip, even surface suitable for dance movements, clear of obstacles

Equipment Safety

Safety Checks

•Video recording device positioned securely to avoid falls
•Music system cables managed to prevent tripping hazards
•Volume levels appropriate to avoid hearing damage

Risk Management

Key Risks

•Collisions during enthusiastic performance
•Overexertion during repeated routine practice
•Injury from inappropriate character positions

Risk Mitigation

•Clear spacing guidelines maintained throughout
•Regular breaks between full run-throughs
•Supervision of position creation for physical safety
•Monitoring for signs of fatigue during intensive practice

Supervision & Emergency Procedures

Supervision Points

•Position with clear view of all students during performance
•Monitor effort levels during repeated practice
•Watch for students struggling with timing or becoming frustrated

Emergency Procedures

Stop activity immediately if injury occurs, first aid available, clear evacuation routes maintained