Lesson 4 - Aural Setting & Gang Moves
Conflict & Character Narratives
•Year 6
•Dance
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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
Positioned where all students can hear clearly
Alternative: Tablet, phone, or computer with speakers
Cued to appropriate section for demonstration
Alternative: Audio recording or teacher demonstration
For recording sound ideas and movement notes
Alternative: Large paper sheets
Different colours for categorising ideas
Alternative: Pens or pencils
Key Vocabulary
Sound created by performers themselves during dance, rather than recorded music
The art of designing and arranging dance movements
Using movement to show the attitude and behaviour of different groups
Dance that tells a story or conveys meaning through movement
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
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