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Lesson 6 - Performance Quality and Expression

Conflict & Character Narratives

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Year 6

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Dance

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Big Question

How can we use facial expression, dynamics and focus to bring our gang dance stories to life?

Learning Objectives

Use facial expression, dynamics and focus to show performance qualities and communicate character and narrative in gang dance
Work effectively with others to improve movement quality and create cohesive group performances
Perform clearly and with confidence, demonstrating mastery of dance techniques and expression

Key Outcomes

Students will demonstrate sophisticated use of performance qualities to enhance their gang dance storytelling
Students will collaborate effectively to refine and polish their group dance performances
Students will perform with confidence and clarity, showing mastery of technical and expressive elements

Equipment & Resources Required

Worksheets

1 per group (30 students = 6 groups)

Pre-prepared cards with: Floaty, Punchy, Spikey, Lethargic, Sharp, Bouncy, Heavy, Light, Strong, Floppy, Loose, Jolty

Alternative: Written descriptions on whiteboard, verbal prompts

Tunnel Systems

Pre-loaded with gang dance music tracks, volume appropriate for large space

Alternative: Portable speaker, piano/keyboard

Markers

24 (4 per group area)

Create 6 defined rehearsal areas around the hall perimeter

Alternative: Spots, tape marks on floor

Sun Markers

4 large cones

Mark clear performance space in centre of hall - 6m x 6m minimum

Alternative: Tape, natural stage area boundaries

Video Device

1 (optional)

For recording final performances if school policy allows

Alternative: Tablet, phone camera

Key Vocabulary

Performance Quality

The way a dancer uses facial expression, focus and dynamics to enhance their movement and communicate meaning

Dynamics

The energy and force qualities in movement - sharp, bouncy, heavy, light, strong, floppy, loose, jolty

Focus

Where a dancer directs their attention and gaze to create meaning and draw audience attention

Facial Expression

Using the face to show emotion, character and story - eyes, eyebrows, mouth, overall facial tension

Character

The personality or role being portrayed through movement and expression

Narrative

The story being told through the dance, with beginning, middle and end

Skill Progression Pathway

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

Prior Learning

Students have learned basic gang dance movements and devices
Students understand formation changes and spatial awareness
Students can work with aural settings and partner work
Students have basic understanding of rhythm and timing

Current Skills

Using facial expression to communicate character and emotion
Applying dynamic qualities to enhance storytelling
Using focus to direct attention and create narrative
Integrating performance qualities into existing choreography

Next Steps

Creating original choreography with integrated performance qualities
Developing personal dance style and artistic voice
Understanding dance as a professional art form
Applying performance skills to other creative contexts

Milestone Indicators

Students can maintain character expression throughout entire dance

Students can adapt performance qualities to suit different narrative sections

Students can provide constructive feedback on performance quality

Students show confidence and stage presence when performing

Key Teaching Points

Performance qualities (facial expression, focus, dynamics) transform movement into storytelling
Each section of the gang dance may need different performance qualities to support story development
Group collaboration in planning and rehearsal creates stronger final performances
Confidence in performance comes from thorough preparation and supportive environment
Performance qualities can be applied to many other contexts beyond dance
Constructive feedback focuses on specific, positive observations about expression and storytelling
Building to climax and resolution in dance mirrors narrative structure in other subjects

Common Misconceptions

Performance qualities are just 'acting' - clarify they're integral to dance expression
Facial expressions need to be theatrical - explain subtlety can be effective
All group members must show identical expression - allow for character variation within story
Dynamics only affect large movements - demonstrate how they apply to small movements too
Focus means looking at audience - explain how focus serves the story and character
Performance qualities are added after learning choreography - emphasise integration from beginning

SEN Adaptations

ADHD

Movement breaks integrated naturally, clear boundaries and expectations, immediate positive feedback, varied activity types

dyspraxia

Simplified movement patterns, extra practice time, peer support, focus on expression over complex coordination

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet reflection zones available, predictable feedback format

visual impairment

Verbal descriptions of performance quality examples, tactile cues for dynamics, buddy system for spatial awareness, audio cues for timing

hearing impairment

Visual demonstration of performance qualities, written instructions, hand signals for dynamics, vibration cues for musical timing

physical disability

Adapted movements suitable for individual needs, seated performance options, modified dynamics using available movement, focus on achievable expression

Cross-Curricular Links

English

Character development, storytelling techniques, narrative structure, creative writing inspiration from dance stories

Art

Visual storytelling, expression through different mediums, character design, emotional representation

Music

Understanding rhythm and beat counting, responding to musical dynamics, creating mood through sound and movement

PSHE

Teamwork, confidence building, self-expression, dealing with performance nerves, supporting others

Teacher Guidance

Positioning

Central location during instruction, circulate during group work, performance area during demonstrations

Observation Focus

Performance quality application, group collaboration effectiveness, individual confidence levels, story clarity

Intervention Points

["When groups struggle with performance quality concepts", "If group collaboration breaks down", "When students show performance anxiety", "If safety concerns arise during movement"]

Demonstration Notes

Exaggerate performance qualities for clarity, show contrasts clearly, involve students in demonstrations when appropriate, model supportive feedback language

Verbal Cues

•'Show me your character's face!'
•'Where is your focus telling the story?'
•'Make your dynamics match your character!'
•'Work together to create the same effect!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 12m, clear of obstacles, non-slip surface suitable for dance movement

Surface Check

Dry, even dance floor free from hazards, adequate grip for safe movement, no protruding objects

Equipment Safety

Safety Checks

•Flash cards have no sharp edges
•Music system volume appropriate for space size
•Cones positioned safely away from dance areas
•Worksheets and pencils stored safely during active movement

Risk Management

Key Risks

•Collisions during travelling warm-up
•Falls during floor work or jumping
•Overexertion during energetic performance
•Emotional stress during performance

Risk Mitigation

•Clear boundaries and traffic patterns established
•Adequate spacing between groups during rehearsal
•Progressive warm-up before vigourous activity
•Supportive atmosphere to reduce performance anxiety
•Safe landing technique emphasised for jumping

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Circulate during group work to monitor safety
•Watch for signs of fatigue or overexertion
•Monitor emotional wellbeing during performance

Emergency Procedures

Clear stop signal established, first aid kit accessible, clear evacuation routes maintained