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Lesson 2 - Circus Outcast Characterisation

Victorian Circus: Movement, Character and Social Commentary

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Year 5

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Dance

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Big Question

How can movement and expression help us understand the prejudices faced by circus performers in 1850s society?

Learning Objectives

To develop character movements that reflect 19th Century social attitudes towards 'outcasts'
To create and perform movement motifs with clear changes in level and speed
To work collaboratively to show relationships between circus characters through dance

Key Outcomes

Students will perform in character as 19th Century circus outcasts using exaggerated movements
Students will create motifs showing different relationships between marginalised characters
Students will evaluate performances using dance vocabulary and demonstrate respect for different abilities

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: iPad with speaker, laptop with speakers

Themed Music

4.5

Pre-selected tracks with clear start/stop points

Alternative: Classical music, dramatic instrumental pieces

Whiteboards

For recording outcast adjectives and success criteria

Alternative: Large paper sheets, tablet for displaying

Markers

3-4

Different colours for categorising adjectives

Alternative: Chalk for blackboard, digital stylus

Markers Cones

12-16

Define performance area boundaries and partner spaces

Alternative: Spots, bean bags, tape marks

Key Vocabulary

Motif

A short sequence of 2-3 movements that can be repeated and developed

Character

Playing a role through movement, expression and gesture

Outcast

Someone rejected by society, often unfairly in the 1850s

Canon

Performing the same movements but starting at different times

Unison

Performing movements together at exactly the same time

Level

The height of movements - high, medium, or low

Expression

Using face and body to show emotions and character

Skill Progression Pathway

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

Prior Learning

Basic body control and balance
Simple frozen positions and gestures
Understanding of historical context from previous lesson

Current Skills

Character development through movement
Creating and extending movement motifs
Partner work and relationship building through dance

Next Steps

Complex circus routines with multiple characters
Group choreography incorporating audience interaction
Advanced performance skills with costume and staging

Milestone Indicators

Sustained character portrayal throughout lesson

Smooth transitions between movements

Constructive peer evaluation using dance vocabulary

Key Teaching Points

Historical prejudice was unfair - emphasise this throughout to avoid reinforcing stereotypes
Movement quality more important than exact replication - focus on expression and character
Partner work requires compromise and cooperation - support students in developing these skills
Level and speed changes should be obvious and controlled for maximum dramatic effect
Character development through movement builds empathy - connect physical experience to understanding
Respectful language essential when discussing differences and disabilities
Performance is about communication, not perfection - encourage risk-taking and creativity

Common Misconceptions

That people were 'outcasts' because they were actually different or wrong - emphasise societal prejudice
That circus people were unhappy - explain how they found community and purpose
That movements need to be realistic rather than theatrical and exaggerated
That partner work means doing identical movements - explain unison vs individual character work
That discussing historical prejudice means it was acceptable - consistently reinforce that it was unfair

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries, immediate positive feedback

dyspraxia

Simplified movement patterns, extra practice time, step-by-step breakdown of sequences

autism spectrum

Clear structure with visual schedule, quiet space available if needed, predictable routine

visual impairment

Detailed verbal descriptions of movements, tactile guidance for positioning, partner support for spatial awareness

hearing impairment

Visual demonstrations of all movements, written instructions available, visual cues for timing

physical disability

Adapted movements using available mobility, seated versions of activities, focus on upper body expression

Cross-Curricular Links

English

Vocabulary development, describing character and emotion, empathy through literature

History

Victorian society, social hierarchies, treatment of minorities and disabled people in 19th century

PSHE

Diversity and inclusion, understanding prejudice, developing empathy and respect

Teacher Guidance

Positioning

Move around room to observe all pairs, position near discussions to monitor language

Observation Focus

Character development, partner cooperation, respectful language about differences

Intervention Points

Step in if inappropriate language used, support students struggling with emotional content

Demonstration Notes

Use clear, exaggerated movements to show character differences, model respectful discussion of sensitive topics

Verbal Cues

•'Stay in character!'
•'Show me through your movement!'
•'Remember, these were unfair judgements by society!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for partner work and group movement

Surface Check

Non-slip surface essential, check for any obstacles or hazards before lesson

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Space markers placed to avoid tripping hazards
•Whiteboard/flipchart stable and secure

Risk Management

Key Risks

•Collisions during partner work
•Falls during level changes
•Emotional upset from discussing prejudice and exclusion

Risk Mitigation

•Clear boundaries established for all movement work
•Supervised partner work with adequate spacing
•Sensitive handling of historical content with emphasis on unfairness of prejudice
•Teacher monitoring for emotional responses and providing support

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all partnerships
•Monitor language use during discussions about differences
•Watch for safe execution of level changes and frozen positions

Emergency Procedures

Stop activity immediately if any student distressed, first aid available for minor injuries, pastoral support for emotional responses