🎵

Lesson 6 - Performance Quality and Expression

Heroic Dance Narratives

•

Year 5

•

Dance

•

45 min

Big Question

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

Tunnel Systems

Test sound quality before lesson, have backup device ready

Alternative: Bluetooth speaker, tablet with speakers

Worksheets

1 per group (6-8 sheets)

Pre-distribute to groups or have ready to hand out

Alternative: Whiteboard for whole-class discussion

Markers Cones

8-12

Mark performance areas and audience seating space

Alternative: Masking tape, chalk (outdoor)

Score Sheets

1 per student for peer assessment

Simple format focusing on facial expression and dynamics

Alternative: Mental notes with verbal feedback

Key Vocabulary

Performance Quality

The way we use our face, body, and energy to make our dance more expressive and meaningful

Facial Expression

Using our face to show emotions, character, or story elements in dance

Focus

Where we look and direct our attention during dance to help tell the story

Dynamics

The quality of movement - how we use energy, speed, and force in our dancing

Character

The personality or role we are portraying through our dance movements

Narrative

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

Consistent use of appropriate facial expressions

Clear demonstration of different dynamic qualities

Confident performance in front of an audience

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