Lesson 2 - Contrast and Group Devices in Dance
Conflict & Character Narratives
•Year 6
•Dance
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How can contrast and group devices help us tell stories of rivalry and opposition through movement?
Learning Objectives
- To understand and apply the concept of contrast in dance
- To explore and use group devices (canon, contrast, variation) effectively
- To develop choreography that portrays opposing gangs through movement
Key Outcomes
- Students will demonstrate clear understanding of contrast through opposing movements
- Students will apply at least two group devices to enhance their choreography
- Students will create a group dance that effectively shows rivalry between gangs
Equipment & Resources Required
Teacher holds cards clearly visible to all students
Alternative: Large written signs or digital slides
Display where all students can see clearly
Alternative: Printed handouts for each group
Ensure good sound and visibility for all students
Alternative: Live demonstration by teacher
Mark clear boundaries for group work areas
Alternative: Chalk lines or tape markings
Key Vocabulary
A choreographic device where movements are deliberately different or opposite to create visual interest
A group device where the same movement is performed by different dancers at different times
Changing or developing movement by altering speed, size, level, or direction
Choreographic tools used when working with multiple dancers to create interesting patterns and effects
The internal drive or emotion that influences how a character moves
The art of designing and arranging movements to create a dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of movement qualities (fast/slow, high/low)
- Experience working in small groups for dance
- Knowledge of simple body actions and travelling movements
- Previous exposure to basic dance devices in Year 5
Current Skills
- Understanding and applying contrast as a choreographic device
- Using group devices (canon, contrast, variation) purposefully
- Developing movement sequences that convey specific themes
- Evaluating and improving choreographic work
Next Steps
- Combining multiple choreographic devices in complex sequences
- Creating narratives through extended dance pieces
- Understanding advanced group formations and patterns
- Developing personal choreographic style and voice
Milestone Indicators
Key Teaching Points
- Contrast creates visual interest and helps tell stories through opposing movements
- Group devices (canon, contrast, variation) can enhance the impact of individual movements
- Artistic choices should support the story or theme being expressed through dance
- Collaboration and discussion improve the quality of creative work
- Character motivation and emotion enhance the effectiveness of choreographic devices
- Regular practice and refinement lead to more polished and expressive performances
- Observing others' work provides inspiration and learning opportunities
Common Misconceptions
- Thinking devices are just 'tricks' rather than tools for storytelling - emphasise artistic purpose
- Believing faster or bigger always means better - focus on appropriateness to theme
- Assuming canon means everyone does different movements - clarify it's same movement at different times
- Thinking contrast only applies to high/low - explain it includes speed, size, energy, direction
- Believing only 'good dancers' can use devices effectively - emphasise that devices help everyone improve
SEN Adaptations
ADHD
- Include regular movement breaks, provide fidget tools during discussion periods, offer leadership roles to channel energy positively
dyspraxia
- Break down complex movements into smaller steps, provide additional practice time, use rhythm and music to support coordination
autism spectrum
- Provide clear structure and routine, offer quiet observation option during busy periods, use visual schedules for lesson progression
visual impairment
- Use high contrast flash cards, provide detailed verbal descriptions of all demonstrations, pair with sighted buddy for spatial awareness
hearing impairment
- Ensure clear visual demonstrations, use written instruction cards, employ visual counting signals for timing
physical disability
- Adapt movements for wheelchair users or limited mobility, focus on upper body devices, provide alternative ways to show contrast
Cross-Curricular Links
English
Vocabulary development through dance terminology, oral communication through group discussions and performances, storytelling through movement sequences
Drama
Character development and motivation, use of space and levels, ensemble work and collaboration, performance skills and audience awareness
History
Social structures and gang culture in different historical periods, understanding of conflict and resolution in communities
Music
Understanding rhythm and timing, listening skills during canon work, structure and pattern in creative work
PSHE
Collaboration and teamwork skills, conflict resolution strategies, expressing emotions appropriately, celebrating diversity in creative expression
Teacher Guidance
Positioning
Central location with clear view of all groups, move actively between groups during development work
Observation Focus
Monitor application of devices, group collaboration quality, safety during movement, emotional engagement with gang theme
Intervention Points
Step in if groups struggling with device concepts, address exclusion immediately, support groups with conflicting artistic ideas
Demonstration Notes
Use students as demonstrators when possible, emphasise connection between technique and artistic expression, show both correct examples and common mistakes for clarity
Verbal Cues
- •'Make your contrasts bigger and clearer!'
- •'Think about your gang's motivation and emotion'
- •'How can this device help tell your story?'
- •'Watch others and learn from their creative choices'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) minimum 15m x 12m, clear of obstacles and furniture
Surface Check
Clean, dry, non-slip surface suitable for dance movement, adequate ventilation for physical activity
Equipment Safety
Safety Checks
- •Flash cards free from sharp edges, stored safely when not in use
- •Video equipment positioned securely away from movement areas
- •Visual aids mounted safely and securely to prevent falling
Risk Management
Key Risks
- •Collisions between groups during simultaneous activities
- •Slips and falls during travelling and jumping movements
- •Overexertion during extended physical activity
- •Exclusion or conflict within group work
Risk Mitigation
- •Clear boundaries established between group working areas
- •Regular monitoring of group dynamics and inclusion
- •Progressive warm-up to prepare bodies for movement
- •Adequate rest periods between intensive activities
- •Clear safety instructions for all travelling movements
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously during independent work
- •Move actively between groups during development activities
- •Monitor fatigue levels and emotional responses throughout lesson
- •Ensure clear sightlines during all demonstration and performance activities
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation calmly, apply appropriate first aid, contact office for additional support if needed