Lesson 1 - Gang Theme Movement and Gesture
Conflict & Character Narratives
•Year 6
•Dance
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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
Position where all students can hear clearly, test volume before lesson
Alternative: Portable speaker with phone/tablet connection
Cue to first 4 minutes, ensure screen visible to all students
Alternative: Any professional dance work showing gang themes
Place around room perimeter with clear instructions for each exercise
Alternative: Whiteboard with written instructions
Position where all students can see for recording discussion ideas
Alternative: Whiteboard or large paper
Different colours for categorising ideas during discussion
Alternative: Any writing implements
Key Vocabulary
A movement of part of the body, especially the hands or head, to express an idea or meaning
The direction of your gaze and attention during performance to communicate intention
The way you position your body to show attitude and character
A hostile or challenging encounter shown through movement
A jumping turn with hands held together above the head
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
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