Lesson 6 - Street Dance Performance
Cultural & Contemporary Expression
•Year 6
•Dance
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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
Position for clear sound throughout dance space
Alternative: Bluetooth speaker, laptop with speakers
Include tracks with 4/4 time signature and moderate tempo (120-130 BPM)
Alternative: Hip-hop, funk, or electronic music with clear beat
Mark performance areas and safe spacing boundaries
Alternative: Spots, bean bags, or tape marks
For recording relationships vocabulary and success criteria
Alternative: Flip chart, tablet with stylus
Key Vocabulary
Standing dance moves performed before going to the floor in breaking, characterised by rhythmic stepping and arm movements
A street dance move where one foot steps wide whilst the other drags to meet it
A dance relationship where dancers perform the same movement one after another
A dance relationship where all dancers perform movements at exactly the same time
A dance relationship where dancers face each other and copy movements as if looking in a mirror
A dance relationship involving physical touch between dancers, such as small lifts or hand connections
The qualities of movement including speed, force, and flow that add expression to dance
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
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