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Lesson 2 - Contrast and Group Devices in Dance

Conflict & Character Narratives

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Year 6

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Dance

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Big Question

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

Flash Cards with Movement Instructions

1 set (high/low, fast/slow, feet/no feet, arms/legs)

Teacher holds cards clearly visible to all students

Alternative: Large written signs or digital slides

Era Posters

1 large poster or screen display

Display where all students can see clearly

Alternative: Printed handouts for each group

Net Materials

1 device for playback

Ensure good sound and visibility for all students

Alternative: Live demonstration by teacher

Markers Cones

8-12 cones

Mark clear boundaries for group work areas

Alternative: Chalk lines or tape markings

Key Vocabulary

Contrast

A choreographic device where movements are deliberately different or opposite to create visual interest

Canon

A group device where the same movement is performed by different dancers at different times

Variation

Changing or developing movement by altering speed, size, level, or direction

Group Devices

Choreographic tools used when working with multiple dancers to create interesting patterns and effects

Motivation

The internal drive or emotion that influences how a character moves

Choreography

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

Students clearly demonstrate opposing movements showing understanding of contrast

Groups successfully apply chosen devices to enhance their work

Performances show clear differentiation between rival gang characters

Students can articulate how devices improve their storytelling

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