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Lesson 1 - Actions and Dynamics in Dance

Cultural & Contemporary Expression

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Year 6

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Dance

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1h 10min

Big Question

How can we use tension, extension and dynamics to create powerful and expressive dance movements?

Learning Objectives

Use tension and extension to control body movements and perfect the technique of stag leap and rebound jump
Develop a simple sequence using actions and dynamics to create expressive dance phrases
Recognise the difference between movement actions and dynamics and apply both effectively

Key Outcomes

Students will demonstrate clear body tension and extension in jumping techniques
Students will create and perform a dance phrase combining actions with dynamics
Students will explain the difference between actions and dynamics in dance

Equipment & Resources Required

Cards

1 set per pair (30 sets)

Pre-sort into travel, jump, turn, explode, stillness, glide, bowing categories

Alternative: Handwritten cards, digital display on board

Tunnel Systems

Test volume and positioning for clear sound across hall

Alternative: Phone with speaker, percussion instruments

Cones

8-12

Mark clear performance and practice areas

Alternative: Natural hall boundaries, tape markers

Key Vocabulary

Dynamics

How we move and how much energy we put into our movements - the quality of movement

Actions

Specific movements such as jumps, turns, travels, balances, or gestures

Extension

Stretching and lengthening body parts to create clear, defined shapes

Tension

Controlled muscle engagement that creates strong, defined body positions

Stag Leap

A jump where one leg extends forward and the other bends back, creating a stag-like position

Rebound Jump

A jump that uses the momentum from landing to spring into the next movement

Phrase

A short sequence of movements that creates a complete dance idea

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walk, run, jump)
Simple dance actions and travelling movements
Working in pairs and small groups cooperatively

Current Skills

Understanding and applying tension and extension
Performing stag leaps and rebound jumps with technique
Combining actions with dynamics to create dance phrases

Next Steps

Creating longer, more complex dance sequences
Understanding rhythm and musicality in dance
Developing choreographic skills and composition

Milestone Indicators

Consistent body tension maintained throughout movements

Clear differentiation between different dynamics

Smooth transitions between actions in sequences

Key Teaching Points

Actions are specific movements (what you do), dynamics are movement qualities (how you do it)
Extension means stretching and lengthening body parts to create clear, defined shapes
Tension provides control and strength in movements while maintaining flow
Stag leaps require controlled approach, explosive takeoff, and clear leg position in air
Rebound jumps use landing momentum to spring into the next movement
Creative collaboration involves sharing ideas, experimenting, and making joint decisions
Performance requires confidence, commitment to movement choices, and respect for audience

Common Misconceptions

Thinking dynamics and actions are the same thing - clarify that actions are movements, dynamics are qualities
Believing jumping higher is more important than technique - emphasise control and form over height
Assuming one partner should lead all creative decisions - encourage equal collaboration
Thinking dance requires natural talent - reinforce that everyone can learn and improve
Confusing tension with being stiff - explain that tension provides control while allowing movement

SEN Adaptations

ADHD

Include frequent movement breaks, provide clear boundaries and expectations, use partner support for focus

dyspraxia

Break down movements into smaller steps, provide additional practice time, offer physical guidance for technique

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedule for lesson progression

visual impairment

Use high-contrast coloured cards, provide verbal descriptions of demonstrations, assign sighted partner for support

hearing impairment

Use visual signals and demonstrations, written instructions on cards, ensure clear visual contact during explanations

physical disability

Adapt jumping to seated or supported positions, focus on upper body actions and arm dynamics, modify card activities for ability level

Cross-Curricular Links

English

Vocabulary development through action and dynamic terminology, descriptive language for movement qualities

Maths

Counting sequences, spatial awareness, patterns in movement phrases

Science

Forces and motion in jumping, muscle tension and extension, energy transfer in rebound movements

Art

Creative expression, composition principles, aesthetic appreciation

PSHE

Collaboration skills, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move around the space to observe all students, positioning near jumping activities for safety

Observation Focus

Watch for technical improvement, creative application, and positive collaboration

Intervention Points

Step in for safety concerns, partner conflicts, or students needing technical support

Demonstration Notes

Use clear, exaggerated movements to show contrasts. Demonstrate alongside students when possible to maintain engagement

Verbal Cues

•'Strong and extended!'
•'Show me that dynamic quality!'
•'Work together to create something amazing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 15m with smooth, non-slip flooring

Surface Check

Ensure floor is clean, dry, and free from obstacles or hazards

Equipment Safety

Safety Checks

•Check card sets are complete and edges are not sharp
•Ensure music system volume is appropriate and positioned safely
•Confirm cone boundaries are secure and visible

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during jumping activities
•Overexertion from repeated jumping
•Partner conflicts during creative work

Risk Mitigation

•Clear boundaries and spacing guidelines established
•Progressive skill building from static to dynamic movements
•Adequate rest periods between high-intensity activities
•Teacher monitoring of pair dynamics and intervention when needed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all jumping activities
•Circulate during partner work to support collaboration
•Monitor energy levels and provide rest as needed

Emergency Procedures

Immediate stop signal established, basic first aid available, clear evacuation route identified