Lesson 3 - Character & Level Formation
Heroic Dance Narratives
•Year 5
•Dance
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How can dancers use levels and formations to tell powerful stories about heroic characters?
Learning Objectives
- To perform clear shapes and create interesting dance actions using levels and formations as a team
- To demonstrate control when moving at different levels within group formations
- To develop varied dance movements that communicate character through level changes
Key Outcomes
- Students will create and perform group formations using multiple levels effectively
- Students will demonstrate smooth transitions between high, middle, and low levels
- Students will choreograph movement phrases that tell a story through formation changes
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Bluetooth speaker, tablet with speakers
Place around room walls at eye level
Alternative: Hand-drawn formation diagrams, digital displays
Cued to relevant sections showing hero character
Alternative: Alternative professional dance video showing character work
Available for groups to reference during activity
Alternative: Digital formation guide, teacher demonstration
Key Vocabulary
The arranged shape or pattern that dancers create when positioned together as a group
The height at which dance movements are performed - high (standing/jumping), middle (crouched), low (kneeling/lying)
The personality or role that dancers portray through their movement, expression, and energy
The smooth movement or change from one position, level, or formation to another
A sequence of movements that takes dancers from one location or formation to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of high, middle, and low levels
- Experience with simple group formations
- Familiarity with travelling movements in dance
Current Skills
- Creating varied formations using levels strategically
- Developing character through level changes
- Coordinating group movement with formation transitions
Next Steps
- Advanced group choreography with complex timing
- Storytelling through extended dance sequences
- Leading choreographic processes independently
Milestone Indicators
Key Teaching Points
- Levels can communicate character status and development in storytelling
- Formations create visual impact and help tell stories through spatial relationships
- Group coordination requires clear communication and patience with learning process
- Character intention should be maintained throughout all technical elements
- Smooth transitions between levels and formations require practice and control
- Creative choreography develops when technical skills are secure
- Performance sharing builds confidence and appreciation for different creative approaches
Common Misconceptions
- That only high levels can represent heroes - heroes can use all levels effectively for different parts of their story
- That formations are just pretty shapes - formations serve storytelling and character development purposes
- That everyone must move identically - unity can be achieved while allowing for individual adaptation
- That complexity always makes better dance - simple, clear movement with strong character intention is more effective
- That mistakes in performance ruin everything - adaptation and continuation show professional performance skills
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries for working areas, use movement constructively within tasks
dyspraxia
- Allow additional practice time for coordination, break complex movements into smaller parts, provide patient encouragement
autism spectrum
- Provide clear structure with visual schedule, allow processing time for complex instructions, offer quiet space if needed
visual impairment
- Use verbal descriptions of formations, provide physical guidance for positioning, use contrasting floor markers if helpful
hearing impairment
- Use visual demonstrations for all instructions, hand signals for music start/stop, written formation cards available
physical disability
- Adapt level changes to individual ability, wheelchair users can participate in arm movements and formations, modify travelling as needed
Cross-Curricular Links
English
Vocabulary development with dance terminology, descriptive language for movement quality
Maths
Geometry in formation shapes, counting group members, spatial relationships in formations
Art
Visual composition through formations, understanding of levels and space in creative work
Drama
Character development, performance skills, storytelling through movement
Music
Rhythm and timing in movement, responding to musical cues and structure
PSHE
Teamwork and cooperation, leadership skills, supporting others, building confidence through performance
Teacher Guidance
Positioning
Move between groups during activities, position for clear view of all working areas during performances
Observation Focus
Watch for formation accuracy, level changes, group cooperation, and character development
Intervention Points
Step in if groups struggling with formation accuracy, safety concerns during travelling, or breakdown in group cooperation
Demonstration Notes
Demonstrate: All techniques slowly first, then at performance speed. Use students as models for formations. Show character intention clearly through posture and focus
Verbal Cues
- •'Strong hero posture!'
- •'Make those level changes clear!'
- •'Show me your character through movement!'
- •'Formations need to be precise!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space for group formations and travelling movements
Surface Check
Clean, dry floor suitable for floor-based movements and level changes
Equipment Safety
Safety Checks
- •Formation posters securely attached to walls at appropriate height
- •Music system positioned safely out of movement area
- •Video equipment stable and cables secured
Risk Management
Key Risks
- •Collisions during travelling phrases between formations
- •Falls during level changes, particularly low level movements
- •Overcrowding in formation areas
Risk Mitigation
- •Clear boundaries established for each group's working area
- •Adequate spacing maintained between groups during activities
- •Progressive introduction of level changes from simple to complex
- •Floor inspection before floor-based movements
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during formation work
- •Move between groups during choreography creation
- •Monitor travelling phrases for safe pathways
Emergency Procedures
Stop activity immediately if collision or fall occurs, assess injury, provide appropriate first aid, contact office if medical attention needed