Lesson 1 - Actions and Dynamics in Dance
Cultural & Contemporary Expression
•Year 6
•Dance
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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
Pre-sort into travel, jump, turn, explode, stillness, glide, bowing categories
Alternative: Handwritten cards, digital display on board
Test volume and positioning for clear sound across hall
Alternative: Phone with speaker, percussion instruments
Mark clear performance and practice areas
Alternative: Natural hall boundaries, tape markers
Key Vocabulary
How we move and how much energy we put into our movements - the quality of movement
Specific movements such as jumps, turns, travels, balances, or gestures
Stretching and lengthening body parts to create clear, defined shapes
Controlled muscle engagement that creates strong, defined body positions
A jump where one leg extends forward and the other bends back, creating a stag-like position
A jump that uses the momentum from landing to spring into the next movement
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
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