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Lesson 5 - Circus Performance with Props and Apparatus

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 props and apparatus transform our circus performance and help us embody different characters?

Learning Objectives

To consolidate circus performance skills using props and apparatus to extend characterisation
To incorporate changes of level and speed into circus sequences
To evaluate and improve performance quality through peer assessment

Key Outcomes

Students will perform in character as circus performers using appropriate props
Students will demonstrate changes in level, speed and expression in their sequences
Students will provide constructive feedback to improve group performances

Equipment & Resources Required

Stump Sets

Class set (30 pieces)

Distributed around performance area perimeter for easy access

Alternative: Benches, mats, hoops, cones, or any available PE equipment

Props Collection

Enough for one per student (30)

Placed in central collection point for group selection

Alternative: Scarves, ribbons, small balls, bean bags, or improvised items

Video Device

1 (tablet or camera)

Positioned to capture whole class performance area

Alternative: Mobile phone or any recording device

Tunnel Systems

Placed where all students can hear clearly but not obstructing movement

Alternative: Portable speaker connected to device

Sun Markers

8-12 cones

Mark clear performance area boundaries for safety

Alternative: Spots, bean bags, or painted lines

Key Vocabulary

Characterisation

Showing the personality and traits of your circus performer through movement and expression

Props

Objects used to enhance and support the performance, such as scarves, hoops, or balls

Apparatus

Equipment like benches, mats, or hoops that circus performers use in their acts

Canon

When performers do the same movement but start at different times, creating a wave effect

Unison

When all performers do the same movement at exactly the same time

Level

The height of movements - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Flow

Smooth transitions between movements with no stops or jerky motions

Skill Progression Pathway

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

Prior Learning

Basic circus performer movements and characterisation
Understanding of unison and canon
Simple sequences with clear beginning and end

Current Skills

Using props and apparatus to enhance performance
Incorporating changes of level and speed
Group coordination and timing

Next Steps

Complex circus narratives with multiple characters
Advanced prop manipulation techniques
Choreographed group performances with intricate formations

Milestone Indicators

Clear character portrayal throughout performance

Smooth integration of props without losing character

Constructive peer feedback that improves performances

Key Teaching Points

Props and apparatus should enhance character, not replace it - the performer remains the focus
Safety with equipment is non-negotiable - establish clear handling rules from the start
Changes of level and speed must be obvious and feel natural within the character
Group collaboration requires active listening and compromise - model this throughout
Peer assessment should be constructive and specific - teach the language of good feedback
Character consistency is key - students should never 'break character' during performance
Video assessment provides valuable learning opportunities - use pause and replay strategically

Common Misconceptions

That props are more important than character - emphasise that equipment supports, not leads the performance
That bigger/more props equals better performance - teach that thoughtful selection is more effective
That feedback should focus on mistakes - model how to give positive, growth-focused suggestions
That level and speed changes should be extreme - show how subtle variations can be very effective
That group work means everyone does the same thing - celebrate diverse contributions within unity
That performance anxiety means poor ability - build confidence through supportive environment and practice

SEN Adaptations

ADHD

Clear start and stop signals, frequent movement opportunities, simplified choices for prop selection, regular positive reinforcement and clear expectations

dyspraxia

Larger, easier to handle props, simplified movement sequences, extra practice time with equipment, buddy support for coordination challenges

autism spectrum

Visual schedule showing lesson structure, quiet space available if needed, clear routine for equipment selection and use, predictable group formations

visual impairment

Use textured props for tactile identification, provide clear verbal descriptions of all visual demonstrations, ensure bright lighting and high contrast equipment where possible

hearing impairment

Visual cues and hand signals for all instructions, written prop selection cards, ensure clear line of sight to teacher demonstrations at all times

physical disability

Adapted props suitable for different mobility levels, seated performance options, modified apparatus use or alternative prop manipulation methods

Cross-Curricular Links

English

Speaking and listening skills during peer assessment, descriptive vocabulary for character development, performance confidence building

Art

Understanding of visual composition and use of space, creativity in prop selection and character expression

Music

Rhythm and timing in group performances, understanding tempo changes (speed variations), listening skills for instruction following

PSHE

Collaboration and teamwork, giving and receiving constructive feedback, building confidence and self-esteem through performance

Teacher Guidance

Positioning

Central position during warm-up, circulating during development, corner position during performances for full visibility

Observation Focus

Character consistency, safe equipment use, group collaboration, and integration of lesson objectives

Intervention Points

Step in if equipment used unsafely, groups struggling with collaboration, or students losing focus on objectives

Demonstration Notes

Use exaggerated movements for visibility, involve students in demonstrations, model both correct technique and common mistakes for clarity

Verbal Cues

•'Remember your character!' when students lose focus
•'Safety first with equipment!' if handling becomes careless
•'Show me that level change!' to prompt specific requirements

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles and with adequate ceiling height

Surface Check

Non-slip surface, dry and even flooring checked before lesson

Equipment Safety

Safety Checks

•All apparatus inspected before use - no cracks or damage
•Props checked for wear and tear, especially scarves and hoops
•Benches positioned away from walls and other apparatus
•Mats placed securely and not overlapping

Risk Management

Key Risks

•Collisions during group movements
•Falls from apparatus or during level changes
•Equipment misuse or unsafe handling
•Overexcitement leading to loss of control

Risk Mitigation

•Clear boundaries established with visual markers
•Explicit safety rules for each piece of equipment
•Adequate spacing between groups maintained throughout
•Teacher positioned for maximum visibility of all activities

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups simultaneously during development work
•Circulate actively during prop exploration phase
•Monitor apparatus use closely, especially benches and hoops

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route maintained