Lesson 6 - Performance Quality and Expression
Heroic Dance Narratives
•Year 5
•Dance
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How can we use our faces, bodies, and energy to tell powerful stories through dance?
Learning Objectives
- Use facial expression, dynamics and focus to communicate character and narrative effectively
- Work collaboratively with others to improve movement quality and performance
- Perform dance sequences clearly and with confidence
Key Outcomes
- Students will demonstrate varied facial expressions and focus to convey character
- Students will apply dynamic qualities (sharp, bouncy, heavy, light) appropriately to different dance sections
- Students will perform group dances with enhanced performance quality
Equipment & Resources Required
Test sound quality before lesson, have backup device ready
Alternative: Bluetooth speaker, tablet with speakers
Pre-distribute to groups or have ready to hand out
Alternative: Whiteboard for whole-class discussion
Mark performance areas and audience seating space
Alternative: Masking tape, chalk (outdoor)
Simple format focusing on facial expression and dynamics
Alternative: Mental notes with verbal feedback
Key Vocabulary
The way we use our face, body, and energy to make our dance more expressive and meaningful
Using our face to show emotions, character, or story elements in dance
Where we look and direct our attention during dance to help tell the story
The quality of movement - how we use energy, speed, and force in our dancing
The personality or role we are portraying through our dance movements
The story we are telling through our dance sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements and sequences
- Understanding of rhythm and timing
- Experience working in small groups
Current Skills
- Applying performance qualities to enhance dance
- Using facial expression and focus for storytelling
- Collaborating to improve group performance
Next Steps
- Creating original choreography with performance qualities
- Teaching performance skills to younger students
- Evaluating and improving dance performances
Milestone Indicators
Key Teaching Points
- Performance qualities (facial expression, focus, dynamics) work together to tell stories through dance
- Different sections of a dance need different performance qualities to create contrast and interest
- Group unity in performance qualities is as important as movement synchronization
- Audience connection requires projection and confidence, not just internal focus
- Practice and repetition build confidence in both movement and performance quality integration
- Constructive feedback focuses on specific performance qualities rather than general comments
- Dance is a powerful form of communication that combines physical skill with artistic expression
Common Misconceptions
- Performance qualities are just 'acting' - clarify they are integral to dance expression
- Only facial expression matters - emphasise the importance of focus direction and dynamics
- Same expression throughout dance - explain how performance qualities change with story development
- Performance qualities are only for advanced dancers - show how beginners can use them effectively
- Loud equals good performance - teach about appropriate projection and subtlety
- Mistakes ruin performance - emphasise continuing with character when errors occur
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries for movement, offer leadership roles to channel energy positively
dyspraxia
- Allow extra time for coordination of performance qualities with movement, provide simplified choices, celebrate effort over perfection
autism spectrum
- Provide clear structure for performance quality choices, use visual schedules for lesson progression, offer quiet observation space if needed
visual impairment
- Use verbal descriptions of performance qualities, provide tactile examples of dynamics (firm touch for strong, light touch for gentle), ensure audio cues are clear
hearing impairment
- Use visual demonstrations of all performance qualities, provide written instructions, use hand signals for dynamics and expression
physical disability
- Adapt performance qualities to individual movement abilities, focus on achievable expressions, modify group formations for accessibility
Cross-Curricular Links
English
Storytelling through movement, developing vocabulary for describing performance and expression, peer feedback and communication skills
Art
Understanding of visual expression and communication, appreciation of different artistic interpretations, creative decision-making
Drama
Character development and portrayal, use of facial expression and body language, understanding of audience and performance
Music
Understanding of rhythm and beat, interpretation of musical dynamics and mood, coordinating movement with musical phrasing
PSHE
Building confidence and self-esteem, working collaboratively, giving and receiving constructive feedback, celebrating diversity in expression
Teacher Guidance
Positioning
Central location with clear sight lines to all groups, move around during practice to support individual groups
Observation Focus
Monitor integration of performance qualities, group collaboration effectiveness, individual confidence levels
Intervention Points
Support groups struggling with performance quality concepts, encourage nervous performers, redirect groups losing focus
Demonstration Notes
Use exaggerated examples to clarify performance quality differences, involve confident students in demonstrations, model positive feedback techniques
Verbal Cues
- •'Show me your character!'
- •'Let your face tell the story!'
- •'Project to the back row!'
- •'Feel that dynamic quality in your whole body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space minimum 12m x 8m, suitable for multiple groups moving simultaneously
Surface Check
Non-slip surface essential for jumping and dynamic movement, adequate ceiling height for arm movements
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement space
- •Worksheets and writing materials stored securely during active phases
- •Clear boundaries established for each group's practice area
Risk Management
Key Risks
- •Collisions during energetic warm-up activities
- •Overexertion during sustained jumping sequences
- •Loss of control during dynamic movement exploration
Risk Mitigation
- •Clear spatial boundaries and pathways established
- •Regular monitoring of exertion levels during jumping
- •Emphasis on controlled movement within performance qualities
- •Adequate rest periods between intensive activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during practice
- •Monitor energy levels and provide rest as needed
- •Ensure smooth transitions between performance and audience roles
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, have contact information readily available