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Lesson 3 - Relationships in Dance

Chance to Choreography Exploration

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Year 5

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Dance

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Big Question

How can dancers use relationships and space to create more dynamic and interesting performances?

Learning Objectives

To understand and use relationships and space effectively in dance
To adapt and refine the use of actions, dynamics and relationships
To evaluate and improve dance performances using appropriate terminology

Key Outcomes

Students will demonstrate clear understanding of dance relationships (unison, canon, mirroring, matching)
Students will show effective use of space through levels, directions and pathways
Students will provide constructive feedback using dance terminology

Equipment & Resources Required

Pencils

15 (one per pair plus spares)

Distribute before lesson or have students collect from equipment station

Alternative: Pens, coloured pencils

Track

1 audio file

Test sound system before lesson, have backup ready

Alternative: Any rhythmic music with clear beat, 4/4 time signature preferred

Worksheets

15 copies (one per pair)

Pre-printed sheets with relationship and space options listed

Alternative: Blank paper with grid drawn by teacher

Sun Markers

1 set

For displaying key vocabulary and formations

Alternative: Flip chart paper and pens

Key Vocabulary

Relationships

How dancers perform with each other, including formations, timing and interactions

Space

Where the dancer performs, including levels, directions and pathways

Unison

When dancers move at exactly the same time, doing the same movements

Canon

When dancers perform the same movement one after the other, like a round in music

Formation

How students stand in relation to each other - their arrangement in space

Mirroring

Moving as if you are a reflection of your partner - like looking in a mirror

Matching

Doing exactly the same movements as your partner at the same time

Levels

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

Pathways

The route or pattern you travel through space

Skill Progression Pathway

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

Prior Learning

Basic travelling actions (walk, run, skip, gallop)
Understanding of dynamics (fast/slow, strong/light)
Simple partner work and following instructions

Current Skills

Understanding relationships in dance (unison, canon, mirroring, matching)
Exploring space through levels, directions and pathways
Creating and refining dance sequences with chance elements

Next Steps

Choreographing longer dance sequences with multiple themes
Leading group choreography sessions
Analysing professional dance performances

Milestone Indicators

Students can explain the difference between unison and canon

Students demonstrate clear use of three different levels

Students provide specific feedback using dance terminology

Key Teaching Points

Relationships in dance are about who you perform with and how - unison, canon, mirroring, matching
Space includes levels (high, medium, low), directions, and pathways through the performance area
Formations create visual interest and help dancers relate to each other spatially
Quality of movement is more important than complexity - clear, committed movements have greater impact
Constructive feedback should use dance vocabulary and focus on specific, observable elements
Partner work requires communication, compromise and mutual support
Random elements (chance) can spark creativity and lead to unexpected artistic discoveries

Common Misconceptions

Thinking relationships only refer to personal friendships rather than dance partnerships and spatial connections
Believing unison means moving roughly at the same time rather than precisely together
Confusing formations with relationships - formations are spatial arrangements, relationships include timing and interaction
Assuming all movements must match the musical beat exactly rather than using music as inspiration
Thinking feedback should focus on what went wrong rather than celebrating successes and suggesting improvements
Believing canon means moving in opposite directions rather than following the same movement with different timing
Assuming levels only mean high and low positions rather than including medium level as equally important

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, offer leadership roles for engagement

dyspraxia

Simplify movement combinations, allow extra practice time, provide step-by-step visual guides for formations

autism spectrum

Provide clear structure and routine, offer quiet preparation time, use visual schedules for lesson progression

visual impairment

Use verbal descriptions of formations, provide tactile guidance for spatial positioning, ensure clear audio cues for timing

hearing impairment

Use visual demonstrations extensively, provide written instructions, use hand signals for timing cues

physical disability

Adapt movements for seated or limited mobility, focus on upper body relationships, modify formations to accommodate wheelchairs

Cross-Curricular Links

English

Developing vocabulary and articulation skills through feedback, using descriptive language for movement qualities

Maths

Counting beats and timing, understanding numerical patterns in dance sequences, geometric shapes in formations

Science

Understanding body mechanics and balance, exploring cause and effect in movement dynamics

Geography

Spatial awareness and orientation, understanding directions and pathways

PSHE

Building confidence through performance, developing empathy through constructive feedback, collaborative working skills

Teacher Guidance

Positioning

Circulate around pairs during development work, position for clear visibility during performances

Observation Focus

Watch for understanding of relationships, effective use of space, quality of partner collaboration

Intervention Points

Step in if pairs struggling with concept understanding, provide additional demonstration as needed

Demonstration Notes

Use exaggerated movements for clarity, involve confident students as demonstration partners, maintain high energy and enthusiasm

Verbal Cues

•'Move together for unison!'
•'Follow your partner for canon!'
•'Make your levels more extreme!'
•'Use your whole body to show the dynamic!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear floor space for up to 30 students, preferably larger hall or studio

Surface Check

Non-slip floor surface, free from water or debris, suitable for dance movement

Equipment Safety

Safety Checks

•Check pencils have intact points and erasers
•Ensure audio equipment is positioned safely away from movement area
•Test volume levels appropriate for instruction and safety

Risk Management

Key Risks

•Collisions during formation changes
•Slips during dynamic movements
•Overexertion during warm-up activities
•Anxiety around performance situations

Risk Mitigation

•Clear boundaries and personal space awareness established
•Gradual warm-up progressing from simple to complex movements
•Supportive performance environment with positive feedback culture
•Regular safety reminders during partner work

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during choreography work
•Move between groups during skill development phase
•Monitor for signs of fatigue or frustration

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school first aider if required