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Lesson 2 - Dance Dynamics and Expression

Chance to Choreography Exploration

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Year 5

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Dance

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Big Question

How can changing the way we move transform the meaning and impact of our dance?

Learning Objectives

To understand and apply dynamics to change the quality of dance actions
To provide constructive feedback using dance terminology
To perform dance sequences with clarity, fluency and expression

Key Outcomes

Students will demonstrate clear changes in dynamics throughout their dance
Students will use dance vocabulary to give meaningful feedback to peers
Students will perform their 'Dance by Chance' sequence with confidence and expression

Equipment & Resources Required

Books

1 per student (30)

Any books with page numbers - could use class reading books

Alternative: Random number cards, dice

Pencils

1 per student (30)

Have spares available for lost/broken pencils

Alternative: Any writing implements

Worksheets

1 per student (30)

Pre-printed worksheets with dynamics grid and action spaces

Alternative: Blank paper with teacher-drawn grid

Tunnel Systems

Test volume and connection before lesson

Alternative: Bluetooth speaker, tablet with speakers

Warm-Up Music

1 track

Cued and ready to play for warm-up section

Alternative: Any upbeat, age-appropriate music

Cards

Class set

Laminated cards showing different dynamic words

Alternative: List written on whiteboard

Key Vocabulary

Dynamics

How an action is performed - the quality or style of movement

Fluently

Moving smoothly from one action to the next without hesitation

Quality

The standard or characteristic of how well a movement is performed

Contrast

Using opposing dynamics to create variety and interest

Expression

Showing feeling, mood or meaning through movement

Skill Progression Pathway

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

Prior Learning

Students can perform basic dance actions (jump, turn, kick, reach)
Students understand the concept of sequence and can remember short movement patterns
Students can work cooperatively in pairs and small groups

Current Skills

Understanding and applying dynamics to change movement quality
Matching specific dynamics to dance actions effectively
Using dance terminology to describe and evaluate performance
Performing with increased fluency and expression

Next Steps

Creating original choreography with intentional dynamic choices
Understanding how dynamics can convey emotions and stories in dance
Leading warm-ups and teaching dynamics to younger students

Milestone Indicators

Clear, visible differences between dynamic qualities in movement

Confident use of dance vocabulary in peer assessment

Sustained focus and artistic expression during performance

Key Teaching Points

Dynamics are HOW an action is performed, not WHAT action is performed
Exaggerate dynamic changes so they are clearly visible from a distance
Use whole body including arms, torso and facial expression to show dynamics
Quality feedback starts with something positive then suggests specific improvements
Dance vocabulary should be used throughout - space, timing, dynamics, levels, actions
Performance nerves are normal - support and encourage risk-taking
Random chance creates interesting challenges that inspire creativity

Common Misconceptions

Thinking dynamics means doing different actions instead of same actions differently
Believing only legs matter in dynamic changes - whole body involvement essential
Assuming feedback must be critical to be helpful - positive recognition equally important
Expecting immediate perfect performance - dynamic skill takes practice and exploration
Thinking some dynamics are 'wrong' for certain actions - creativity and interpretation valued

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, positive reinforcement for focus, varied activity types

dyspraxia

Simplified action sequences, extra practice time, peer partner support, focus on effort over perfection

autism spectrum

Clear structure and routine, advance notice of performance expectations, quiet space available if needed

visual impairment

Partner guidance for movement exploration, verbal description of dynamics, tactile feedback for movement quality

hearing impairment

Visual demonstration of all dynamics, hand signals for feedback, written instruction cards available

physical disability

Adapt dynamics to available movement, seated versions of actions, modified equipment or space as needed

Cross-Curricular Links

English

Vocabulary development through dance terminology, descriptive language for dynamics, speaking and listening through feedback

Maths

Random number selection, sequencing and pattern, spatial awareness and positioning

Art

Visual interpretation of dynamics, understanding of contrast and emphasis, creative expression

Music

Rhythm and timing in dance sequences, quality of movement matching musical dynamics, listening skills

PSHE

Confidence building, giving and receiving feedback, cooperation and support, celebrating others' achievements

Teacher Guidance

Positioning

Central position during discussions, perimeter during movement for maximum visibility

Observation Focus

Dynamic quality, partner cooperation, feedback skills, performance confidence

Intervention Points

Support shy performers, guide feedback quality, manage energy levels

Demonstration Notes

Always demonstrate dynamics clearly and exaggerated, model quality feedback language, show supportive audience behaviour

Verbal Cues

•'Make it bigger!'
•'Show me the difference!'
•'Use your whole body!'
•'What dynamic can you spot?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for 30 students moving simultaneously

Surface Check

Non-slip surface essential for dynamic movements, check for wet areas

Equipment Safety

Safety Checks

•Books stored safely away from movement areas during active sections
•Pencils managed carefully to avoid dropping in movement space
•Audio equipment positioned securely away from dance area

Risk Management

Key Risks

•Collisions during enthusiastic dynamic movements
•Trips over scattered equipment
•Overexertion during vigourous dynamics
•Emotional impact of performance nerves

Risk Mitigation

•Clear boundaries and spacing established before movement
•Equipment stored in designated safe areas during activity
•Progressive building of dynamic intensity
•Supportive atmosphere for performance confidence

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement sections
•Monitor spacing and energy levels during dynamic work
•Support nervous performers during feedback and performance

Emergency Procedures

Stop signal established, first aid accessible, clear evacuation route maintained

Lesson 2 - Dance Dynamics and Expression

How can changing the way we move transform the meaning and impact of our dance?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

English

Maths

Art

Music

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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