Lesson 6 - Performance Quality and Expression
Conflict & Character Narratives
•Year 6
•Dance
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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
Pre-prepared cards with: Floaty, Punchy, Spikey, Lethargic, Sharp, Bouncy, Heavy, Light, Strong, Floppy, Loose, Jolty
Alternative: Written descriptions on whiteboard, verbal prompts
Pre-loaded with gang dance music tracks, volume appropriate for large space
Alternative: Portable speaker, piano/keyboard
Create 6 defined rehearsal areas around the hall perimeter
Alternative: Spots, tape marks on floor
Mark clear performance space in centre of hall - 6m x 6m minimum
Alternative: Tape, natural stage area boundaries
For recording final performances if school policy allows
Alternative: Tablet, phone camera
Key Vocabulary
The way a dancer uses facial expression, focus and dynamics to enhance their movement and communicate meaning
The energy and force qualities in movement - sharp, bouncy, heavy, light, strong, floppy, loose, jolty
Where a dancer directs their attention and gaze to create meaning and draw audience attention
Using the face to show emotion, character and story - eyes, eyebrows, mouth, overall facial tension
The personality or role being portrayed through movement and expression
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
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