🎵

Lesson 2 - Hero Movement Techniques

Heroic Dance Narratives

•

Year 5

•

Dance

•

45 min

Big Question

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

Era Posters

1 for display

Visible to all students for reference during activities

Alternative: Pre-written devices on whiteboard

Tunnel Systems

Positioned for clear audio throughout space

Alternative: Tablet with portable speaker

Video Device

For showing movement examples if available

Alternative: Teacher demonstration only

Markers Cones

8-12

Define group working areas and performance space

Alternative: Spots or tape marks

Key Vocabulary

Device

A choreographic tool used to change or develop movement

Body part device

Changing which part of the body performs the movement

Additive device

Adding an element like travel or levels to make movement more complex

Focus

Where the eyes look during performance to enhance character

Facial expression

Using face to show character and emotion in performance

Character

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

Clear distinction between original and modified movements

Sustained character expression throughout performance

Effective group collaboration and creative decision-making

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