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Lesson 6 - Street Dance Performance

Cultural & Contemporary Expression

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Year 6

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Dance

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1h 3min

Big Question

How can we use relationships and dynamics to create an exciting street dance performance that tells a story?

Learning Objectives

Develop a street dance using relationships in dance to perform Top Rock and Slide Step confidently with a partner
Work as part of a pair to compose a street dance performance incorporating multiple relationships
Perform confidently to peers with appropriate street dance attitude and timing

Key Outcomes

Students will perform a complete street dance phrase incorporating Top Rock and Slide Step with at least one relationship
Students will demonstrate confidence performing to an audience with street dance style and attitude
Students will evaluate performances using dance vocabulary and give constructive feedback

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout dance space

Alternative: Bluetooth speaker, laptop with speakers

Thematic Music Playlist

Include tracks with 4/4 time signature and moderate tempo (120-130 BPM)

Alternative: Hip-hop, funk, or electronic music with clear beat

Cones

8-10

Mark performance areas and safe spacing boundaries

Alternative: Spots, bean bags, or tape marks

Sun Markers

For recording relationships vocabulary and success criteria

Alternative: Flip chart, tablet with stylus

Key Vocabulary

Top Rock

Standing dance moves performed before going to the floor in breaking, characterised by rhythmic stepping and arm movements

Slide Step

A street dance move where one foot steps wide whilst the other drags to meet it

Canon

A dance relationship where dancers perform the same movement one after another

Unison

A dance relationship where all dancers perform movements at exactly the same time

Mirroring

A dance relationship where dancers face each other and copy movements as if looking in a mirror

Contact

A dance relationship involving physical touch between dancers, such as small lifts or hand connections

Dynamics

The qualities of movement including speed, force, and flow that add expression to dance

Attitude

The confident, expressive character and style typical of street dance performance

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control from previous dance units
Understanding of tempo and rhythm from music activities
Experience working with partners in previous PE lessons
Knowledge of basic dance vocabulary and performance skills

Current Skills

Street dance specific movements (Top Rock and Slide Step)
Understanding and application of dance relationships
Performance confidence and street dance attitude
Collaborative choreography with partners

Next Steps

Advanced street dance techniques and breaking moves
Complex group choreography with larger ensembles
Creating dance narratives with multiple sections
Cross-curricular links with drama and music composition

Milestone Indicators

Consistent timing with music beats

Smooth transitions between static poses and dynamic movements

Clear demonstration of chosen relationships

Confident performance presence and street dance style

Key Teaching Points

Street dance is about attitude and personal expression - encourage individual style
Relationships in dance create visual interest and tell stories
Timing with the music is crucial - use counting to develop rhythm
Safe, respectful contact enhances rather than dominates the dance
Performance confidence comes from thorough practice and preparation
Every student can contribute something unique to street dance
Feedback should be specific, positive, and constructive

Common Misconceptions

Street dance is only about complex moves - actually, attitude and timing are more important
All contact in dance must involve lifting - many relationships use simple, safe connections
You must be naturally gifted to perform well - practice and confidence are more important
Partner work means doing identical movements - relationships create variety and contrast
Performance is only about the best dancers - everyone's contribution is valuable

SEN Adaptations

ADHD

Use shorter activity segments, provide clear boundaries, offer movement leadership opportunities

dyspraxia

Break down movements into smaller components, allow extra practice time, use peer support

autism spectrum

Provide clear structure and routine, use visual schedules, allow for movement breaks if needed

visual impairment

Use bright coloured markers for positions, provide clear verbal descriptions of all movements, use buddy system for guidance

hearing impairment

Use visual demonstrations extensively, provide written instructions, use hand signals for timing

physical disability

Adapt movements for seated or supported positions, modify contact work as appropriate, focus on upper body expression

Cross-Curricular Links

English

Developing vocabulary for describing movement and performance, giving constructive feedback

Art

Understanding visual composition in dance, creating striking visual images through relationships

Music

Understanding rhythm, tempo, and musical phrasing in street dance music

PSHE

Cooperation, respect for others, building confidence, celebrating diversity in movement

Teacher Guidance

Positioning

Move around the space to observe all pairs, position at corners for maximum visibility during performances

Observation Focus

Watch for technical accuracy, timing with music, safe partner interactions, and creative development

Intervention Points

Step in if students struggling with relationships, if contact becomes inappropriate, or if confidence drops

Demonstration Notes

Use clear, exaggerated movements for visibility, demonstrate from multiple angles, use students to model good examples

Verbal Cues

•'Find that street dance attitude!'
•'Stay on the beat!'
•'Make it your own style!'
•'Watch your partner!'
•'Keep it safe and respectful!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 15m hall space, clear of obstacles, with non-slip surface suitable for dance movements

Surface Check

Clean, dry, non-slip surface free from obstacles. Check for any debris or moisture before lesson

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Ensure speaker cables are not trip hazards
•Check volume is appropriate - audible but not damaging to hearing
•Ensure emergency stop accessible on music system

Risk Management

Key Risks

•Collisions between students during dynamic movements
•Slips during slide step movements
•Inappropriate physical contact during relationship work
•Over-exertion during energetic sequences

Risk Mitigation

•Clear boundaries established for movement areas
•Adequate spacing maintained between students and pairs
•Explicit teaching of safe contact in partner work
•Progressive build-up of movement intensity
•Clear rules about appropriate touch and personal space

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Active monitoring of partner work for appropriate contact
•Watch for signs of fatigue or over-exertion
•Intervene immediately if unsafe contact occurs

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, report any incidents according to school policy