🎵

Lesson 6 - Character Movement Skills

Dance as Communication & Advocacy

•

Year 6

•

Dance

•

1h 1min

Big Question

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

Track

1 track

Test audio system before lesson starts

Alternative: Instrumental music with clear 8-count rhythm

Warm-Up Music

1 track

Set to appropriate volume for instruction over music

Alternative: Upbeat instrumental music for circuit training

Tunnel Systems

1 system

Position for even sound distribution across teaching area

Alternative: Portable speaker with good volume

Cones

8-12 markers

Mark four circuit stations around teaching area

Alternative: Spots, hoops, or chalk marks

Key Vocabulary

Dynamics

How movements are performed - the quality of movement including speed, force, and flow

Actions

The movements that are performed - what the body is doing

Character portrayal

Using movement and dynamics to show different personalities or roles

Choreography

The planning and arrangement of dance movements into sequences

Canon

When dancers perform the same movement but start at different times

Unison

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

Clear differentiation between character movements

Confident performance with appropriate dynamics

Constructive use of dance terminology in feedback

Collaborative creation of meaningful dance phrases

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