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Lesson 5 - Partner Contact & Attacks

Conflict & Character Narratives

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Year 6

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Dance

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45 min

Big Question

How can we use dynamic attacking movements to tell a story of conflict and resolution through dance?

Learning Objectives

To copy and perform attacking movements with control and precision
To develop movement sequences that create contact with a partner
To explore the use of dynamics to communicate conflict and attack through dance

Key Outcomes

Students will demonstrate attacking movements inspired by West Side Story with sharp, strong dynamics
Students will create partner contact phrases showing conflict between opposing gangs
Students will perform developed sequences with appropriate use of space and dynamics

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Tablet/phone with portable speaker

Matilda Soundtrack

Cue up appropriate tracks for attacking movements

Alternative: Any dramatic, rhythmic music suitable for conflict themes

Pool Access

Prepare video clip 0:37-1:36 for demonstration

Alternative: Images of contemporary dance showing conflict

Markers Cones

8-10

Mark performance areas and safe boundaries

Alternative: Bean bags or spots

Key Vocabulary

Attacking movements

Sharp, aggressive dance actions that suggest conflict or battle

Contact work

Dance movements where partners interact through touch, resistance or shared weight

Dynamics

The quality of movement including speed, force, flow and weight

Mirroring

One dancer copies exactly what another dancer is doing as if looking in a mirror

Phrase

A sequence of movements that has a clear beginning, middle and end

Jets and Sharks

The two rival gangs from West Side Story musical

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling steps
Understanding of dynamics in movement
Experience working cooperatively with partners
Previous West Side Story dance sequences

Current Skills

Attacking movements with strong dynamics
Partner contact work and mirroring
Creating conflict through movement
Developing sequences with others

Next Steps

Combining contact work with group choreography
Advanced partner lifts and contact improvisation
Creating complete dance narratives with beginning, middle and end

Milestone Indicators

Sharp, controlled attacking movements

Seamless partner interactions

Clear communication of conflict through dynamics

Confident performance to an audience

Key Teaching Points

Sharp, strong dynamics are essential for attacking movements to be effective
Safety must be maintained even when creating illusion of conflict
Partner work requires constant communication and mutual respect
Movements should look dangerous but be completely safe
Connection to West Side Story story and characters enhances meaning
Performance quality improves with commitment to character and enlarged movements
Professional dance examples provide inspiration and standards to aspire to

Common Misconceptions

That aggressive movements mean actual aggression - emphasise this is dance performance
That partner contact work means students should actually touch - stress illusion over contact
That attacking movements should be rushed - teach control and precision
That only boys can be effective at attacking movements - ensure all students engage fully
That dance fighting isn't 'real' dance - connect to professional contemporary dance examples

SEN Adaptations

ADHD

High-energy content suits needs, clear boundaries and expectations, regular change of activity

dyspraxia

Extra demonstration time, simplified movement patterns, supportive partner pairings

autism spectrum

Clear structure with visual schedule, quiet space available, predictable partner pairings

visual impairment

Detailed verbal descriptions of video content, partner guidance for spatial awareness, tactile markers for boundaries

hearing impairment

Visual demonstrations of all movements, written instructions displayed, vibrations to feel music rhythm

physical disability

Seated attacking movements using arms and upper body, adapted partner work focusing on possible movements

Cross-Curricular Links

English

Narrative structure and conflict in literature, vocabulary development around dynamics and movement

History

1950s America and social tensions reflected in West Side Story

Music

Rhythm and musical theatre, listening to West Side Story soundtrack

PSHE

Managing conflict appropriately, cooperation and teamwork skills

Teacher Guidance

Positioning

Central position with clear view of all partnerships, mobile to provide individual support

Observation Focus

Partner safety and cooperation, quality of attacking dynamics, engagement with conflict theme

Intervention Points

Step in if actual aggression develops, support partnerships struggling with cooperation, enhance movement quality through individual coaching

Demonstration Notes

Demonstrate: Clear contrasts between sharp/smooth dynamics, safe partner positioning, professional dance examples from video

Verbal Cues

•'Sharp and strong like a real attack!'
•'Stay safe but make it look dangerous!'
•'React to your partner's movements!'
•'Big movements for your audience!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 10m x 15m, clear of obstacles and furniture

Surface Check

Non-slip surface, clean and dry, suitable for dynamic movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Video screen/projector at safe viewing distance
•Any boundary markers placed securely

Risk Management

Key Risks

•Collisions between partners during attacking movements
•Actual contact during 'fighting' sequences
•Overexertion during dynamic movement
•Inappropriate aggressive behaviour rather than controlled dance

Risk Mitigation

•Clear boundaries established for partner work
•Emphasis on illusion of contact rather than actual contact
•Progressive building of intensity
•Constant monitoring of emotional tone and behaviour
•Clear distinction between dance performance and real aggression

Supervision & Emergency Procedures

Supervision Points

•Position to see all partner work clearly
•Monitor emotional temperature of room
•Intervene immediately if movements become actually aggressive
•Ensure adequate space maintained between pairs

Emergency Procedures

Stop activity immediately if any aggression occurs, first aid available for any dynamic movement injuries