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Lesson 5 - Opening Ceremony 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 create a powerful opening ceremony performance that captures the spirit and emotions of Olympic athletes?

Learning Objectives

To perform a structured dance routine with accurate timing and rhythm
To demonstrate stage presence and sustain character throughout performance
To work collaboratively as part of a large ensemble performance

Key Outcomes

Students will perform the 'Proud' dance routine with precision and expression
Students will embody the emotions and characteristics of Olympic athletes through movement
Students will evaluate and improve performance quality through peer assessment

Equipment & Resources Required

Tunnel Systems

Test volume levels and ensure clear sound quality throughout space

Alternative: Bluetooth speaker, tablet with speakers

Proud Song Audio File

Cue ready at start, have backup copies available

Alternative: Alternative inspirational Olympic-themed music

Digital Cameras

Position for clear view of all performers, ensure sufficient storage space

Alternative: Phone camera, school recording equipment

Science Videos

Cue to appropriate starting point, test playback quality

Alternative: Demonstration by teacher, printed visual sequence cards

Dish Cones

Place in formation pattern to help students maintain positions

Alternative: Spots, chalk marks on floor

Key Vocabulary

Stage presence

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

Synchronisation

Moving at exactly the same time as other performers

Characterisation

Showing the personality, emotions, and traits of a character through movement

Projection

Making movements big and clear enough for the audience to see and understand

Choreography

A planned sequence of dance movements set to music

Skill Progression Pathway

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

Prior Learning

Understanding basic dance movements and positions
Experience with following rhythmic patterns
Knowledge of Olympic sports and athletes from previous lessons

Current Skills

Performing structured choreography with timing
Expressing character and emotion through movement
Working as part of a large group performance

Next Steps

Creating original choreography for performances
Leading and teaching dance sequences to others
Adapting movements to different musical styles

Milestone Indicators

Maintaining rhythm throughout entire routine

Clear character portrayal visible from audience

Smooth transitions between movements

Key Teaching Points

Maintain Olympic athlete character throughout entire lesson
Emphasise projection and stage presence for audience connection
Build timing accuracy through counting and musical awareness
Encourage emotional expression through movement quality
Foster group cooperation and mutual support during performance
Use positive reinforcement to build confidence and commitment
Connect movement to music phrasing and structure consistently

Common Misconceptions

That dance is only about getting steps right - emphasise character and expression are equally important
That mistakes in performance are failures - teach resilience and continued commitment
That all movements must be identical - encourage individual expression within routine structure
That timing doesn't matter if movements are correct - stress importance of synchronisation
That performance is separate from practice - maintain performance quality throughout lesson

SEN Adaptations

ADHD

Break routine into shorter segments, provide frequent positive feedback, allow for movement breaks between intense focus periods

dyspraxia

Simplify movement sequences, allow extra practice time, focus on expression over precise technical execution, provide clear spatial boundaries

autism spectrum

Provide clear structure and routine, use visual schedules, allow quiet spaces if needed, prepare for performance context gradually

visual impairment

Use clear verbal descriptions of all movements, provide physical guidance when needed, ensure strong audio cues for timing

hearing impairment

Use visual demonstrations with clear hand signals, provide visual timing cues, ensure students can see all demonstrations clearly

physical disability

Adapt movements for seated performance, modify arm movements for limited mobility, focus on achievable expression and character work

Cross-Curricular Links

English

Vocabulary development, evaluation and feedback skills, expressing emotions and feelings

History

Ancient Greek Olympics, modern Olympic movement, cultural significance of opening ceremonies

Music

Rhythm, beat, musical phrasing, matching movement to musical structure

PSHE

Perseverance, resilience, national pride, teamwork, supporting others

Teacher Guidance

Positioning

Move around the space to observe all students, position at front for demonstrations, stay visible during formations

Observation Focus

Watch for timing accuracy, character commitment, stage presence, and group cooperation

Intervention Points

Step in if timing becomes significantly off, if students lose character focus, or if safety concerns arise

Demonstration Notes

Always demonstrate with full commitment to character, exaggerate movements for clarity, use mirror facing for students to copy easily

Verbal Cues

•'Big movements for our big audience!'
•'Show me your Olympic pride!'
•'Feel the music and let it guide your timing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for 30 students with arm movements

Surface Check

Non-slip surface, free from obstacles, adequate grip for movement

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Recording equipment secured and not creating trip hazards
•Cables managed and out of movement pathways

Risk Management

Key Risks

•Collisions during group movement
•Over-exertion during enthusiastic performance
•Slips or falls during dynamic movements

Risk Mitigation

•Clear formation spacing established and maintained
•Progressive build-up of intensity and complexity
•Regular checks on student well-being and energy levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students throughout space
•Monitor for signs of fatigue or over-exertion
•Ensure inclusive participation while maintaining safety

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid, ensure other students remain safe