Lesson 6 - Character Movement Skills
Dance as Communication & Advocacy
•Year 6
•Dance
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How can we use our bodies to tell powerful stories about respect, kindness, and standing up for others?
Learning Objectives
- To select movement actions and dynamics to convey different characters effectively
- To explore, improvise and combine movement ideas fluently and efficiently
- To understand how dance can communicate important social messages about bullying and kindness
Key Outcomes
- Students will create contrasting character movements showing different personas
- Students will perform dance sequences with clear dynamics and intention
- Students will work collaboratively to create meaningful dance narratives
Equipment & Resources Required
Test audio system before lesson starts
Alternative: Instrumental music with clear 8-count rhythm
Set to appropriate volume for instruction over music
Alternative: Upbeat instrumental music for circuit training
Position for even sound distribution across teaching area
Alternative: Portable speaker with good volume
Mark four circuit stations around teaching area
Alternative: Spots, hoops, or chalk marks
Key Vocabulary
How movements are performed - the quality of movement including speed, force, and flow
The movements that are performed - what the body is doing
Using movement and dynamics to show different personalities or roles
The planning and arrangement of dance movements into sequences
When dancers perform the same movement but start at different times
When all dancers perform the same movement at the same time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance actions (jump, turn, travel, balance)
- Understanding of dynamics (fast/slow, strong/gentle)
- Experience working in pairs and small groups
- Basic knowledge of rhythm and timing
Current Skills
- Character portrayal through movement
- Contrasting dynamics for different personas
- Collaborative choreography creation
- Performance and observation skills
Next Steps
- Adding bystander character to complete narrative
- Complex choreographic devices (canon, unison)
- Advanced storytelling through dance
- Peer teaching and leadership roles
Milestone Indicators
Key Teaching Points
- Emphasise that dynamics (how we move) are as important as actions (what we do)
- Create safe space for discussing sensitive topics while maintaining focus on positive outcomes
- Model appropriate dance vocabulary throughout to develop students' technical language
- Ensure equal participation in group work by monitoring and supporting collaboration
- Connect dance learning to real-world applications of empathy and respect
- Use contrasting movement qualities to help students understand character development
- Celebrate creative expression while maintaining clear learning objectives
Common Misconceptions
- Students may think louder/faster movement is always better - teach control and appropriateness
- Some may believe dance is only about looking good - emphasise communication and storytelling
- Groups may focus on complexity rather than clarity - encourage simple, clear character work
- Students might think bullying topic means being mean is acceptable - maintain focus on understanding and prevention
- Some may assume all dance needs to be dramatic - show subtle ways to convey character
- Misconception that feedback should only be positive - teach constructive, specific feedback skills
SEN Adaptations
ADHD
- Clear movement boundaries, regular breaks, kinesthetic learning opportunities, leadership roles for engagement
dyspraxia
- Slower pace for skill development, extra practice time, simplified movement patterns, partner support
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed, social stories about appropriate dance contact
visual impairment
- Verbal descriptions of all movements, tactile guidance for positioning, audio cues for rhythm and timing
hearing impairment
- Visual demonstrations of all instructions, vibrating speaker for rhythm, hand signals for timing
physical disability
- Modified movements for wheelchair users, seated alternatives for all actions, focus on upper body expression
Cross-Curricular Links
English
Storytelling through non-verbal communication, vocabulary development, giving constructive feedback
Music
Understanding rhythm and timing, working with musical accompaniment, counting beats
PSHE
Anti-bullying awareness, emotional understanding, empathy development, respectful relationships
Teacher Guidance
Positioning
Move around space during activities to support all groups, return to central position for instructions
Observation Focus
Character differentiation, appropriate dynamics, safe movement, collaborative working, emotional responses
Intervention Points
Step in if unsafe movement occurring, if groups struggling with collaboration, if discussion becomes inappropriate
Demonstration Notes
Model all movements with clear, exaggerated dynamics to show contrast between characters, demonstrate appropriate dance vocabulary use in feedback
Verbal Cues
- •'Show me strong, powerful dynamics!'
- •'Make your character clear through your movement quality!'
- •'Work together to tell your story!'
- •'Use your dance vocabulary to give feedback!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 12m x 8m, clear of obstacles with safe flooring for controlled floor work
Surface Check
Clean, dry floor suitable for dance movement including controlled falling and sliding actions
Equipment Safety
Safety Checks
- •Audio system positioned safely away from movement area
- •Volume appropriate for instruction over music
- •All cables secured to prevent trips
Risk Management
Key Risks
- •Collisions during group work and circuit training
- •Injury during floor work (falling, sliding movements)
- •Emotional distress related to bullying discussion
- •Inappropriate physical contact during partner/group work
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Controlled, safe techniques taught for all floor work
- •Sensitive facilitation of bullying discussion with focus on positive outcomes
- •Clear guidelines for appropriate physical contact in dance context
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during both circuit and dance activities
- •Monitor emotional responses during sensitive topic discussions
- •Circulate during group work to ensure safe collaborative working
Emergency Procedures
Stop activity immediately for any injury, assess situation, provide appropriate first aid or support, contact emergency services if required