Lesson 2 - Hero Movement Techniques
Heroic Dance Narratives
•Year 5
•Dance
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How can we use dance devices to transform simple movements into powerful heroic expressions?
Learning Objectives
- To copy and perform actions which communicate the idea of a hero
- To manipulate and develop given actions using a range of different devices
- To develop own choreography using devices to make it more interesting
Key Outcomes
- Students will perform hero movements with clear character expression
- Students will apply dance devices to transform basic movements
- Students will create and perform group choreography using multiple devices
Equipment & Resources Required
Visible to all students for reference during activities
Alternative: Pre-written devices on whiteboard
Positioned for clear audio throughout space
Alternative: Tablet with portable speaker
For showing movement examples if available
Alternative: Teacher demonstration only
Define group working areas and performance space
Alternative: Spots or tape marks
Key Vocabulary
A choreographic tool used to change or develop movement
Changing which part of the body performs the movement
Adding an element like travel or levels to make movement more complex
Where the eyes look during performance to enhance character
Using face to show character and emotion in performance
The personality or role being portrayed through movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, jumping, rolling)
- Understanding of body parts and spatial awareness
- Previous experience with simple dance movements
Current Skills
- Applying dance devices to modify movement quality
- Character expression through movement and facial expression
- Collaborative choreography development
Next Steps
- Complex device combinations and transitions
- Advanced characterisation techniques
- Performance skills and audience awareness
Milestone Indicators
Key Teaching Points
- Devices are tools that change and enhance movement - always demonstrate the difference
- Heroic character must be maintained throughout all activities - this gives purpose to the movement
- Movements should become MORE interesting with devices, not unclear or messy
- Group work requires discussion and agreement - facilitate this actively
- Performance energy is different from practice energy - coach this specifically
- Vocabulary development is crucial - use device terminology consistently
- Build complexity gradually - one device first, then multiple devices for ready students
Common Misconceptions
- Devices replace the original movement - clarify that devices enhance and modify
- Bigger movements are always better - emphasise controlled, clear movement quality
- Only complex devices are good - simple devices can be very effective
- Group work means everyone does the same thing - encourage complementary roles
- Performance is just about technical skill - character and expression are equally important
- Devices are just random changes - help students understand purposeful selection
SEN Adaptations
ADHD
- Regular movement breaks built in, clear boundaries and expectations, fidget tools available during discussion times, positive reinforcement frequent
dyspraxia
- Simplified movement patterns initially, additional practice time, breaking complex movements into smaller parts, visual and verbal cues combined
autism spectrum
- Clear visual schedule of lesson sections, consistent group arrangements, quiet space available if overstimulated, predictable routine structure
visual impairment
- Verbal descriptions of movements, clear audio cues for device changes, tactile guidance for body positioning, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of all movements, written device poster, hand signals for cues, vibration cues for rhythm if available
physical disability
- Adapted movements for seated or supported positions, modified devices appropriate to movement range, alternative ways to show character expression
Cross-Curricular Links
English
Vocabulary development with device terminology, reading device poster, descriptive language for movement analysis and feedback
Science
Understanding of body systems during exercise, forces and momentum in movement, cause and effect in device application
Art
Understanding of creative process, developing artistic expression through movement, appreciation of aesthetic qualities in dance
PSHE
Cooperation and teamwork skills, building confidence and self-esteem, respecting others' contributions and performances
Teacher Guidance
Positioning
Central position during whole-class teaching, circulating during group work to support and observe
Observation Focus
Device application clarity, group collaboration effectiveness, maintenance of heroic character
Intervention Points
Step in if groups struggling with device selection, movements becoming unsafe, or collaboration breaking down
Demonstration Notes
Always demonstrate with full commitment and clear device application; contrast before and after device application; use heroic character throughout demonstrations
Verbal Cues
- •'Make it bigger and clearer!'
- •'Show me your heroic character!'
- •'How does the device change the movement?'
- •'Work together - discuss and decide!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 10m clear space, preferably larger for group work and performances
Surface Check
Clean, dry, non-slip surface suitable for dance movements and jumping
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •No trailing cables in movement space
- •Space markers placed to define areas clearly
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during jumping or dynamic movements
- •Overexertion during energetic sequences
Risk Mitigation
- •Clear pathways established for travelling movements
- •Adequate spacing between groups during work
- •Progressive building from simple to complex movements
- •Regular reminders about controlled, safe movement
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups during development work
- •Circulate between groups to monitor safety and progress
- •Monitor energy levels and provide rest breaks if needed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, follow school procedures