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Lesson 4 - Creating a Circus Performance

Victorian Circus: Movement, Character and Social Commentary

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Year 5

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Dance

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1h 9min

Big Question

How can we use movement, character and timing to create a captivating circus performance that tells a story?

Learning Objectives

To create and perform character-specific movements representing different circus performers
To combine individual motifs into a cohesive group performance using canon and unison
To incorporate the role of a ringmaster to guide and link circus acts together

Key Outcomes

Students will perform clear, exaggerated movements that represent specific circus characters
Students will create a structured circus performance with clear beginning, middle and end
Students will demonstrate understanding of performance timing through canon and unison

Equipment & Resources Required

Music Player

1 set

Position for clear audio throughout hall

Alternative: Mobile phone with portable speaker

Themed Music

Various tracks

Queue different tempo tracks for activities

Alternative: Classical music with strong rhythms, carnival music

Mats

20-30

Mark performance areas and group spaces

Alternative: Masking tape, chalk marks

Scarves

1 per student

Available for students who want props for their character

Alternative: Tissue paper, streamers

Score Sheets

1 per group

Simple criteria checklist for peer assessment

Alternative: Whiteboard and pens for group feedback

Key Vocabulary

Motif

A short sequence of movements that represents an idea or character

Canon

When the same movement is performed by different people at different times, like a round in music

Unison

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

Characterisation

Using movement and expression to clearly show who or what you are representing

Ringmaster

The person who introduces and guides the audience through circus acts

Flow

Smooth, continuous movement that connects different actions together

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements and travelling actions
Understanding of high, medium and low levels
Experience with copying and creating simple movement patterns
Knowledge of different circus performers from previous lessons

Current Skills

Character-based movement with clear expression
Choreographing and structuring group performances
Understanding and applying canon and unison
Directing and guiding performance as ringmaster

Next Steps

Complex multi-part dance compositions
Advanced choreographic devices and techniques
Leadership skills in directing larger group performances
Critical evaluation using technical dance vocabulary

Milestone Indicators

Movements clearly represent chosen circus character

Group sequences flow smoothly with appropriate timing

Performances have clear structure with defined roles

Students can explain their choreographic choices

Key Teaching Points

Character expression must be clear and consistent throughout the performance
Group work requires active listening and compromise to create successful performances
Flow in movement comes from smooth transitions and continuous energy
Freeze positions are just as important as movement - they frame the performance
Ringmaster role requires confidence and clear communication to guide the performance
Canon and unison create different effects and both require precise timing
Performance space must be used safely with awareness of other groups and boundaries

Common Misconceptions

That louder or faster automatically means better - emphasise quality over volume/speed
That all movements must be difficult to be impressive - simple, clear movements can be very effective
That the ringmaster just watches - they are an active part of the performance
That canon means everyone does different movements - it's the same movement at different times
That character work is just about the movements - facial expressions and energy are equally important

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement as positive outlet

dyspraxia

Simplify movement patterns, provide additional practice time, focus on expression over technical precision

autism spectrum

Provide clear structure and routine, allow processing time for instructions, offer sensory breaks if needed

visual impairment

Use clear verbal descriptions of movements, provide physical guidance where appropriate, use contrasting music for different sections

hearing impairment

Use visual cues and demonstrations, provide written instructions, use vibrating speaker for rhythm awareness

physical disability

Adapt movements for wheelchair users or limited mobility, focus on upper body expression, provide alternative character options

Cross-Curricular Links

English

Vocabulary development through dance terminology, speaking and listening skills in group collaboration, performance confidence

Art

Visual composition in group arrangements, understanding of performance as art form, creative expression

History

Understanding of Victorian era entertainment and circus traditions, social history context

Music

Understanding rhythm and timing, responding to musical cues, tempo awareness in movement

Teacher Guidance

Positioning

Move between groups during work time, central position during demonstrations and performances

Observation Focus

Character clarity, group collaboration, safe movement execution, understanding of choreographic concepts

Intervention Points

Step in if groups struggling with planning, unsafe movement occurring, or students not engaging constructively

Demonstration Notes

Use clear, exaggerated movements for visibility, maintain energy and enthusiasm, provide both good examples and common mistakes

Verbal Cues

•'Big movements that everyone can see!'
•'Stay in character throughout!'
•'Listen to your ringmaster!'
•'Flow from one movement to the next!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m, clear of obstacles and stored equipment

Surface Check

Clean, dry, non-slip floor surface suitable for dance movement

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Any props checked for safety and age-appropriateness
•Spot markers placed securely to avoid slipping

Risk Management

Key Risks

•Collisions during group movement
•Falls during level changes or character movements
•Overexcitement leading to unsafe movement

Risk Mitigation

•Clear group boundaries established and maintained
•Emphasis on controlled movement rather than speed
•Regular reminders about spatial awareness
•Appropriate warm-up to prepare body for movement

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during independent work
•Monitor energy levels and provide calming breaks if needed
•Watch for safe execution of level changes and character movements

Emergency Procedures

Stop all activity immediately, assess any injury, provide appropriate first aid, contact office if medical attention required