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Lesson 7 - Anti-Bullying Through Dance

Dance as Communication & Advocacy

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Year 6

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Dance

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1h 27min

Big Question

How can dance help us understand different perspectives and express complex emotions about challenging social situations?

Learning Objectives

To explore emotions and movements of contrasting characters in anti-bullying scenarios
To choreograph a dance phrase that expresses different perspectives including bully, victim and bystander
To use dance vocabulary and dynamics to convey character relationships and emotions

Key Outcomes

Students will create a dance sequence that clearly shows three different character perspectives
Students will demonstrate understanding of how dynamics, levels and spatial relationships convey meaning
Students will provide constructive feedback using appropriate dance terminology

Equipment & Resources Required

Anti-Bullying Themed Music Playlist

1 audio system

Speakers positioned for clear audio throughout space

Alternative: Percussion instruments for rhythm, voice sounds

Coloured Cones

8-12

Define clear workspace boundaries and group areas

Alternative: Masking tape, chalk for boundaries

Score Sheets

1 per group for peer assessment

Prepared with dance terminology prompts

Alternative: Simple feedback forms, verbal feedback structure

Key Vocabulary

Canon

When dancers perform the same movement sequence but start at different times

Unison

When all dancers perform exactly the same movement at exactly the same time

Dynamics

The qualities of movement including speed, energy, weight and flow

Levels

The height at which movement is performed - high, medium or low

Tableau

A frozen scene or still image created by performers

Bystander

Someone who observes a situation but doesn't intervene or participate

Skill Progression Pathway

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

Prior Learning

Basic dance actions and travelling movements
Understanding of dynamics (fast/slow, strong/gentle)
Experience working collaboratively in dance

Current Skills

Creating still images that convey meaning
Using levels and spatial relationships expressively
Choreographing sequences with clear beginning, middle and end

Next Steps

Developing more complex narrative dance pieces
Using advanced choreographic devices and formations
Creating dance works that address broader social themes

Milestone Indicators

Can clearly distinguish between different character types through movement

Uses appropriate dance vocabulary when discussing and evaluating work

Shows sensitivity when exploring challenging themes through dance

Key Teaching Points

Maintain focus on dance expression rather than dramatic acting throughout
Use appropriate dance vocabulary consistently to develop students' understanding
Handle sensitive anti-bullying theme with maturity while maintaining safe, supportive environment
Encourage character development through body language, levels, dynamics and spatial relationships
Support collaborative creation and respectful peer assessment using specific criteria
Connect dance learning to real-world application and social awareness
Celebrate creative achievements while reinforcing positive anti-bullying messages

Common Misconceptions

That dance must be dramatic acting - clarify difference between dance expression and theatre
That bullying situations are simple - explore complexity of bystander role and mixed emotions
That dynamics only mean fast and slow - introduce range of movement qualities
That all characters should move the same way - emphasise individual character expression
That feedback should be general praise - teach specific, constructive observation skills

SEN Adaptations

ADHD

Regular movement breaks, clear physical boundaries for activities, frequent positive reinforcement, option to move to calmer role if needed

dyspraxia

Simplified movement patterns, extra time for choreography creation, buddy support for complex sequences, focus on achievable movement goals

autism spectrum

Clear structure with predictable sequence, visual schedule of activities, quiet area available if needed, advance warning of topic sensitivity

visual impairment

Verbal descriptions of tableau positions, tactile guidance for levels and positioning, clear audio cues for timing

hearing impairment

Visual demonstrations of all activities, written or visual cues for timing, vibrating signals for rhythm

physical disability

Adapted movements using available mobility, focus on facial expressions and available body parts, wheelchair-accessible choreography

Cross-Curricular Links

English

Character development, storytelling through non-verbal communication, vocabulary development for describing movement and emotion

Art

Visual composition in space, understanding how positioning and levels create meaning, aesthetic appreciation

Drama

Tableau creation, character development through movement, improvisation skills, performance confidence

PSHE

Anti-bullying awareness, empathy development, understanding different perspectives, emotional literacy

Teacher Guidance

Positioning

Move actively between groups during creation time, central position for demonstrations and discussions

Observation Focus

Character clarity in movement, appropriate handling of sensitive topic, collaborative skills and safety

Intervention Points

Step in if students become upset, redirect dramatic acting to dance expression, support struggling groups

Demonstration Notes

Be prepared to model character differences through body language, demonstrate effective tableau creation, show range of dynamics

Verbal Cues

•'Show me through your body position'
•'Think about your character's feelings'
•'Use dance movement, not acting'
•'What level could show that feeling?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m, suitable for group choreography and safe movement

Surface Check

Non-slip surface appropriate for dance movement, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement areas
•Volume appropriate for instruction and music
•Boundary markers secure and visible

Risk Management

Key Risks

•Emotional distress from sensitive topic
•Collisions during group choreography
•Slips or falls during dance movements
•Inappropriate responses to bullying theme

Risk Mitigation

•Clear ground rules established for respectful exploration of theme
•Adequate space between groups for safe movement
•Emphasis on dance expression rather than dramatic acting
•Teacher monitoring for emotional responses and providing support

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during work time
•Active monitoring during tableau and choreography creation
•Close supervision during discussion of sensitive topic

Emergency Procedures

Stop activity immediately if any student becomes distressed, provide appropriate support and counselling referral if needed