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Lesson 1 - Gang Theme Movement and Gesture

Conflict & Character Narratives

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Year 6

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Dance

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Big Question

How can we use dance movements and gestures to tell stories about different characters and themes?

Learning Objectives

To describe how dance actions communicate the theme of gangs through movement and gesture
To perform specific dance actions that effectively communicate character and mood
To create and rehearse a sequence of gestures that tells a story about gang culture

Key Outcomes

Students will analyse professional dance work and identify how movement communicates character
Students will perform dance actions with appropriate focus, facial expression and intention
Students will create an original gesture sequence that clearly represents gang themes

Equipment & Resources Required

Tunnel Systems

Position where all students can hear clearly, test volume before lesson

Alternative: Portable speaker with phone/tablet connection

Clips

Cue to first 4 minutes, ensure screen visible to all students

Alternative: Any professional dance work showing gang themes

Sun Markers

Place around room perimeter with clear instructions for each exercise

Alternative: Whiteboard with written instructions

Numbered Papers

1 sheet

Position where all students can see for recording discussion ideas

Alternative: Whiteboard or large paper

Markers

3-4

Different colours for categorising ideas during discussion

Alternative: Any writing implements

Key Vocabulary

Gesture

A movement of part of the body, especially the hands or head, to express an idea or meaning

Focus

The direction of your gaze and attention during performance to communicate intention

Stance

The way you position your body to show attitude and character

Confrontation

A hostile or challenging encounter shown through movement

Pirouette clasp

A jumping turn with hands held together above the head

Stag leap

A jump where one leg extends forward bent at the knee, the other extends straight back

Skill Progression Pathway

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

Prior Learning

Basic dance vocabulary and movement patterns
Understanding of gesture and facial expression in performance
Experience working collaboratively in dance groups

Current Skills

Analysing professional dance work for character representation
Performing confrontational and preparatory gestures with intention
Creating original gesture sequences with narrative meaning

Next Steps

Developing complex choreographic structures
Integrating advanced dance techniques with storytelling
Creating performances that address social themes

Milestone Indicators

Can identify specific movement qualities that communicate character

Demonstrates clear contrast between different gesture types

Shows understanding of how dance can address complex themes

Key Teaching Points

Character expression comes through the whole body - face, posture, gesture, and movement quality all work together
Professional dance uses everyday gestures in exaggerated, artistic ways to communicate clearly to audiences
Gang-themed movement focuses on power, unity, territory, and attitude rather than violence or aggression
Effective dance storytelling requires commitment and confidence from the performer
Collaborative creation allows for diverse interpretations while maintaining clear character focus
Performance skills include both technical execution and emotional/character commitment
Cool-down and reflection help students transition from intense character work to everyday interaction

Common Misconceptions

Dance is only about pretty, gentle movements - address by showing powerful, dramatic dance can be equally valid
Gang themes must be scary or violent - emphasise artistic expression and character exploration instead
Only confident students can perform well - provide scaffolding and support for all confidence levels
Gestures must be exactly like real-life - explain how dance exaggerates and stylises everyday movement
Group work means everyone does the same thing - encourage individual expression within collaborative framework

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks between sections, offer leadership roles during group work

dyspraxia

Simplify movement sequences, provide additional practice time, focus on larger, clearer gestures rather than complex coordination

autism spectrum

Provide visual schedule of lesson activities, offer quiet observation space during intense scenes, prepare for character work with social stories

visual impairment

Use verbal descriptions of video content, provide tactile guidance for gesture positions, ensure clear spatial boundaries with voice or sound cues

hearing impairment

Use visual demonstrations extensively, provide written gesture descriptions, use visual signals for activity transitions

physical disability

Adapt movements for seated performance, focus on upper body gestures, provide alternative movement options for travelling sequences

Cross-Curricular Links

English

Non-verbal communication, body language in storytelling, vocabulary development around character and expression

Drama

Character development through physical expression, understanding how gesture communicates meaning, performance skills and audience awareness

History

Social themes in different time periods, understanding gang culture in historical context of West Side Story (1950s America)

Music

Understanding rhythm and accompaniment in dance, recognising musical theatre as art form, coordinating movement with musical elements

PSHE

Understanding social groups and belonging, exploring themes of exclusion and inclusion, developing empathy and perspective-taking

Teacher Guidance

Positioning

Move between groups during creation work, central position for demonstrations, side position for performance viewing

Observation Focus

Character expression in gesture work, safety during jumping movements, positive group collaboration, performance confidence

Intervention Points

Step in if groups struggle with creation process, support students lacking confidence in performance, address any inappropriate interpretation of gang themes

Demonstration Notes

Always demonstrate movements with full character commitment, emphasise artistic expression over literal gang behaviour, model positive peer interaction and feedback

Verbal Cues

•'Show me the character in your face!'
•'Make your gestures bigger and clearer!'
•'Focus your energy - where are you looking?'
•'Feel the power in your stance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 15m clear space for group work and performance area

Surface Check

Clean, dry, non-slip floor surface suitable for jumping and travelling movements

Equipment Safety

Safety Checks

•Check music system volume levels appropriate for space
•Ensure video equipment is positioned safely away from movement area
•Station cards secured safely around room perimeter

Risk Management

Key Risks

•Collisions during travelling movements and jumps
•Overenthusiastic movements leading to loss of control
•Emotional intensity from gang theme content

Risk Mitigation

•Clear boundaries established for each group's working space
•Progressive skill building from simple to complex movements
•Emphasis on controlled, character-appropriate movement rather than wild energy
•Sensitive handling of gang theme with focus on artistic expression

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during creation work
•Monitor jumping and travelling activities for safe execution
•Observe group dynamics for positive collaboration

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate support or first aid, ensure safe space for all students