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Lesson 3 - Circus Character Movements and Expression

Victorian Circus: Movement, Character and Social Commentary

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Year 5

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Dance

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45 min

Big Question

How can we use movement and expression to bring 19th century circus characters to life?

Learning Objectives

Create expressive movements that represent different circus performers from the 1850s
Explore the role of a ringmaster through movement and character work
Develop performance skills using changes in level, speed, and expression

Key Outcomes

Students will demonstrate understanding of circus performer characteristics through movement
Students will show creativity in developing character-based motifs
Students will perform with expression and flow in individual and group sequences

Equipment & Resources Required

Music Player

Position where all students can hear clearly, test volume before lesson

Alternative: Portable bluetooth speaker, tablet with speakers

Circus Themed Music Playlist

1 playlist (15-20 minutes)

Have different tempo tracks ready for various activities

Alternative: Classical circus marches, upbeat instrumental music

Markers

12-16

Mark boundaries and group work areas around the hall perimeter

Alternative: Hoops, bean bags, tape marks

Sun Markers

1 set

For recording circus character vocabulary and movement ideas

Alternative: Large paper and marker pens, flipchart

Key Vocabulary

Motif

A short movement phrase that can be repeated and developed

Expression

Showing emotion and character through facial expressions and body language

Flow

Smooth, continuous movement that connects different actions together

Canon

When dancers perform the same movement but start at different times

Unison

When all dancers perform movements at exactly the same time

Ringmaster

The master of ceremonies who introduces circus acts and entertains the audience

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (walking, running, jumping)
Simple balance positions and freezes
Understanding of high, medium, and low levels

Current Skills

Character representation through movement
Expressive performance with flow
Creating and linking movement motifs
Group choreography and timing

Next Steps

Complex narrative dance sequences
Advanced partnering and group work
Historical dance styles and performance

Milestone Indicators

Movements clearly represent chosen characters

Performance shows sustained expression and flow

Group work demonstrates timing and cooperation

Key Teaching Points

Character representation should be clear and exaggerated for audience visibility
Flow connects movements smoothly and creates professional-looking performance quality
Expression comes from both facial expressions and full-body commitment to character
Group timing requires counting together and watching each other as well as individual skill
Performance confidence grows through practice and positive encouragement from teacher and peers
Safety in dance comes from controlled movements and spatial awareness at all times
Historical context enriches understanding and makes learning more meaningful and engaging

Common Misconceptions

Misconception: 'Dance is only about memorising steps' → Reality: 'Dance is about expression and creativity through movement'
Misconception: 'I need to be perfect to perform' → Reality: 'Confidence and expression matter more than technical perfection'
Misconception: 'Circus performers just show off' → Reality: 'Circus performers are skilled artists who entertain and inspire audiences'
Misconception: 'Group work means everyone does the same thing' → Reality: 'Groups can show unity through varied but coordinated movements'
Misconception: 'Historical dance has no relevance today' → Reality: 'Understanding historical context enriches our appreciation of performance arts'

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries and expectations, movement breaks built in, fidget tools available, positive behaviour focus

dyspraxia

Simplified movement sequences, extra practice time, step-by-step instruction breakdown, focus on effort over perfection

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet spaces available, predictable transition warnings, sensory break options

visual impairment

Clear verbal descriptions of all movements, tactile guidance for positions, partner support for spatial awareness, audio cues for timing

hearing impairment

Visual demonstrations, hand signals for timing, visual rhythm cues, written instructions on board

physical disability

Seated or supported versions of all movements, adapted balance positions, focus on upper body expression, wheelchair-accessible choreography

Cross-Curricular Links

English

Descriptive vocabulary development, performance poetry links, narrative structure in choreography

Maths

Counting beats and timing, geometric shapes in balance positions, spatial patterns in group formations

Art

Character design and costume concepts, colour and visual impact in performance, artistic expression through movement

History

Victorian era and 19th century entertainment, social history of circus performers, historical context of 1850s society

Music

Rhythm and timing in performance, musical interpretation, circus march characteristics and tempo

PSHE

Confidence building, teamwork and cooperation, empathy through character exploration, celebrating individual strengths

Teacher Guidance

Positioning

Central position during demonstrations, circulate during individual/group work, corner position for overview during performances

Observation Focus

Character representation clarity, group cooperation, performance confidence, safety awareness

Intervention Points

Step in when students need character development support, groups need structure guidance, or safety concerns arise

Demonstration Notes

Use exaggerated movements for visibility, maintain circus atmosphere throughout, show both good examples and common errors for clarity

Verbal Cues

•'Show me your circus character!'
•'Make it bigger and bolder!'
•'Flow from one movement to the next!'
•'Perform with confidence and expression!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for dance/movement activities

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•All electrical cables secured and out of pathways
•Space markers placed around perimeter, not in movement area

Risk Management

Key Risks

•Collisions during travelling movements and tag games
•Falls during balance positions and character movements
•Over-exertion during energetic circus character movements

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing between students during individual work
•Controlled warm-up and cool-down procedures
•Gentle tagging rules in tag games
•Appropriate balance challenges for ability levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear sightlines across entire space
•Monitor students during balance activities
•Circulate during group work to ensure safe practice

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, follow school procedures