Lesson 7 - Anti-Bullying Through Dance
Dance as Communication & Advocacy
•Year 6
•Dance
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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
Speakers positioned for clear audio throughout space
Alternative: Percussion instruments for rhythm, voice sounds
Define clear workspace boundaries and group areas
Alternative: Masking tape, chalk for boundaries
Prepared with dance terminology prompts
Alternative: Simple feedback forms, verbal feedback structure
Key Vocabulary
When dancers perform the same movement sequence but start at different times
When all dancers perform exactly the same movement at exactly the same time
The qualities of movement including speed, energy, weight and flow
The height at which movement is performed - high, medium or low
A frozen scene or still image created by performers
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
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