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Lesson 4 - Aural Setting & Gang Moves

Conflict & Character Narratives

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Year 6

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Dance

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45 min

Big Question

How can we create our own sounds to enhance dance performance and tell a story through movement?

Learning Objectives

To copy and perform a live aural setting pattern using claps, stamps and slaps
To create and perform their own live aural setting with accompanying movements
To devise dance movements that show gang characteristics and tell a story

Key Outcomes

Students will perform a coordinated live aural setting pattern
Students will create original sound patterns with matching choreography
Students will demonstrate understanding of how sound enhances storytelling in dance

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Tablet, phone, or computer with speakers

Science Videos

Cued to appropriate section for demonstration

Alternative: Audio recording or teacher demonstration

Whiteboards

For recording sound ideas and movement notes

Alternative: Large paper sheets

Markers

3-4

Different colours for categorising ideas

Alternative: Pens or pencils

Key Vocabulary

Live aural setting

Sound created by performers themselves during dance, rather than recorded music

Choreography

The art of designing and arranging dance movements

Gang characterisation

Using movement to show the attitude and behaviour of different groups

Narrative dance

Dance that tells a story or conveys meaning through movement

Body percussion

Creating rhythmic sounds using different parts of the body

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and beat
Experience with simple dance movements
Ability to follow instructions and work in groups

Current Skills

Creating and performing live aural settings
Coordinating sound and movement
Developing narrative through dance

Next Steps

Creating full dance sequences with story development
Leading group choreography
Evaluating and improving dance performances

Milestone Indicators

Maintains rhythm throughout aural setting

Shows clear character through movement quality

Coordinates effectively with group members

Key Teaching Points

Live aural setting means dancers create their own sounds rather than using recorded music
Movement quality should match sound quality - sharp sounds with sharp movements, flowing sounds with flowing movements
Gang characterisation requires commitment to attitude and energy, not just copying movements
Group coordination requires listening to each other and staying in time together
Creative choices should serve the story and character, not just look impressive
Safety in jumping and quick movements requires proper warm-up and controlled technique
Reflection helps students understand their learning and appreciate others' creative work

Common Misconceptions

Thinking that louder sounds are always better - quality and clarity matter more than volume
Believing that gang movements should be aggressive - they should be characterful but controlled
Assuming that complex movements are always better - simple, well-executed movements can be more effective
Thinking that everyone in the group must do exactly the same thing - variation within coordination can be effective
Believing that performance nerves mean you're doing something wrong - nerves are natural and can add energy to performance

SEN Adaptations

ADHD

Regular movement breaks, clear short instructions, opportunities for leadership and energy release

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues for coordination

autism spectrum

Clear structure for group work, predictable routine, quiet space available if overstimulated

visual impairment

Use verbal descriptions of movements, tactile guidance for positions, buddy system for spatial awareness

hearing impairment

Visual cues for rhythm, demonstration emphasis, vibrations for beat awareness

physical disability

Seated versions of movements, adapted sound-making using available mobility, upper body focus

Cross-Curricular Links

History

Context of West Side Story, 1950s American culture, social tensions and conflict

Music

Creating rhythmic patterns, understanding beat and tempo, exploring sound qualities and dynamics

PSHE

Working cooperatively in groups, respecting different ideas, building confidence through performance

Teacher Guidance

Positioning

Move between groups during creation time, central for demonstrations and discussions

Observation Focus

Watch for coordination of sound and movement, group cooperation, character development

Intervention Points

Step in if groups struggling with coordination, safety concerns, or losing focus

Demonstration Notes

Demonstrate: Exaggerate movements and sounds for clarity, show contrast between different qualities

Verbal Cues

•'Make it sharp and clear!'
•'Show me your gang attitude!'
•'Listen to each other!'
•'Keep it sneaky and controlled!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space, suitable for jumping and group movement

Surface Check

Dry, non-slip surface suitable for jumping, stamping and floor work

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Any props for sound-making checked for sharp edges or loose parts
•Volume levels appropriate to protect hearing

Risk Management

Key Risks

•Collisions during group movement and formation changes
•Falls during jumping sequences or quick directional changes
•Overexertion during energetic gang movements

Risk Mitigation

•Clear personal space boundaries established before movement
•Progressive warm-up before high-energy sequences
•Specific instruction on safe jumping technique

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during creation time
•Monitor jumping technique and energy levels
•Ensure appropriate characterisation without aggressive contact

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid and support