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Lesson 1 - Exploring Social Dynamics and Prejudices

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 tell the story of social inequality and transformation in Victorian society?

Learning Objectives

To explore the social divide and prejudices that existed in 19th century society through expressive movement
To develop creative movement sequences that represent character transformation
To perform with good timing, musicality, and expression while maintaining character

Key Outcomes

Students will create and perform movement sequences showing the transformation between social outcasts and accepted members of society
Students will demonstrate control, balance, and expression in their dance movements
Students will work collaboratively to evaluate and improve dance performances

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Tablet with speakers, portable speaker

Space Images

12.5 prints

Display around room for reference during discussion

Alternative: Tablet/laptop for digital display

Circus Historical Photos

5-8 prints

Ready for introduction discussion

Alternative: Digital slideshow on interactive whiteboard

Markers Cones

Mark boundaries and working areas

Alternative: Masking tape marks on floor

Key Vocabulary

Outcast

Someone who is rejected or excluded from society

Transformation

A complete change in appearance or character

Cannon

Performing the same movement but starting at different times

Unison

Performing movements at exactly the same time

Expression

Showing emotion and character through facial expressions and body language

Dynamics

The quality of movement including speed, strength, and flow

Skill Progression Pathway

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

Prior Learning

Basic understanding of freeze positions and movement quality
Experience working in pairs and creating simple sequences
Awareness of character representation through movement

Current Skills

Exploring historical social contexts through dance
Creating transformation sequences between contrasting characters
Developing evaluation and improvement skills

Next Steps

Creating longer narrative dance sequences
Incorporating props and costume elements
Developing group choreography skills

Milestone Indicators

Clear differentiation between 'normal' and 'outcast' characters through movement

Smooth transitions between contrasting movement qualities

Constructive peer evaluation and improvement suggestions

Key Teaching Points

Historical context must be handled sensitively while helping students understand social injustice
Character development should focus on historical accuracy rather than stereotyping
Transformation sequences require gradual change, not sudden character switches
Partner work must emphasise consent, respect, and collaborative creation
Performance skills should be balanced with historical understanding
Evaluation and feedback should be constructive and specific to learning objectives
Cool down must address both physical and emotional aspects of the lesson content

Common Misconceptions

That historical prejudice was acceptable because it was 'normal' for the time period
That transformation sequences should be sudden rather than gradual and realistic
That 'outcast' characters should be portrayed in stereotypical or mocking ways
That dance is only about physical movement and not about understanding or learning
That Victorian society was the same for all people regardless of their social position
That giving feedback means only pointing out what was wrong with a performance

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement to maintain engagement, give specific roles during group work

dyspraxia

Simplify movement sequences, allow extra practice time, focus on expression rather than precise technique, provide step-by-step breakdowns of complex movements

autism spectrum

Provide clear structure for each activity, use visual schedules, allow processing time for historical concepts, offer quiet space if emotional content becomes overwhelming

visual impairment

Provide detailed verbal descriptions of historical images, use tactile elements for character development, ensure partner works with sighted student for spatial awareness

hearing impairment

Use visual demonstrations for all instructions, provide written copies of historical information, use gesture and visual cues for timing in movement sequences

physical disability

Adapt character positions for wheelchair users or limited mobility, focus on facial expression and upper body movement, provide alternative ways to show transformation

Cross-Curricular Links

English

Vocabulary development, discussion and debate skills, expressing opinions about historical and moral issues

Art

Visual interpretation of historical periods, understanding how artists depicted social issues

History

Victorian society, social hierarchy, 19th century prejudices and class systems

Teacher Guidance

Positioning

Move around the space during partner work to observe all pairs, position centrally for demonstrations and discussions

Observation Focus

Watch for character clarity, movement quality, appropriate partner interactions, and emotional responses to content

Intervention Points

Step in if historical content becomes inappropriate, support struggling partnerships, clarify movement expectations

Demonstration Notes

Use exaggerated movements for clarity, show both positive examples and common mistakes, model sensitive discussion of historical prejudice

Verbal Cues

•'Show the character in your whole body'
•'Make the transformation gradual and believable'
•'Remember this is history we're learning from, not making fun of'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear floor space, non-slip surface essential for dance work

Surface Check

Ensure floor is clean, dry, and free from obstacles that could cause slips during movement

Equipment Safety

Safety Checks

•Check music system volume is appropriate and not startling
•Ensure historical images are securely displayed and won't fall
•Verify adequate lighting for safe movement and reading visual materials

Risk Management

Key Risks

•Emotional responses to sensitive historical content about prejudice and social exclusion
•Physical contact during partner balances and collaborative work
•Potential for exclusion or inappropriate comments during character work

Risk Mitigation

•Address historical content sensitively with emphasis on learning from past mistakes
•Establish clear guidelines for respectful partner work and consent for physical contact
•Monitor language use and intervene if any inappropriate characterizations occur
•Provide emotional support for students who may connect personal experiences to historical content

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during partner work and transformations
•Monitor discussions for appropriate language and respectful attitudes
•Watch for any students becoming upset by historical content and provide support

Emergency Procedures

Stop activity immediately if any emotional distress occurs, provide calm space for affected students, contact pastoral support if needed