🎵

Lesson 2 - Character Movements and Social Classes

Historical Narrative Dance: The Titanic Story

•

Year 6

•

Dance

•

45 min

Big Question

How can movement tell the story of different people's experiences on the Titanic?

Learning Objectives

Create movements that represent the different social classes of 1912
Use levels and characterisation to differentiate between social classes
Perform with expression, emotion and creativity

Key Outcomes

Students will create distinct movements for upper, middle and working classes
Students will demonstrate understanding of social hierarchy through dance
Students will perform sequences with clear expression and emotion

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Tablet or phone with speaker

Themed Music

Playlist ready

Test volume levels before lesson

Alternative: Classical or period-appropriate instrumental music

Markers Cones

6-8

Mark performance areas and group spaces

Alternative: Spots or bean bags

Visual Aids

1 set

Images showing 1912 clothing and posture differences

Alternative: Printed photos or tablet display

Key Vocabulary

Social class

Groups of people in society with different levels of wealth and status

Characterisation

Creating a character through movement, expression and body language

Expression

Showing feelings and emotions through facial expressions and body movement

Levels

High, middle and low positions in space used in dance

Pathways

The routes and directions dancers travel through space

Unison

When dancers perform the same movements at exactly the same time

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels (high, middle, low)
Experience with travelling movements and pathways
Knowledge of The Titanic story from previous lesson

Current Skills

Character representation through movement
Social class differentiation through dance
Expression and emotion in performance

Next Steps

Creating narrative sequences
Advanced character development
Historical dance styles

Milestone Indicators

Clear distinction between social class movements

Consistent use of appropriate levels

Visible expression and emotion in performance

Key Teaching Points

Historical context must be taught with sensitivity and respect for all social classes
Character portrayal should show dignity and humanity in all classes, not stereotypes
Level changes are crucial for showing social hierarchy through movement
Group work requires clear communication and shared responsibility
Expression and emotion enhance character development beyond just movement
Ship balances require constant safety monitoring and proper technique
Reflection helps students process both historical learning and dance skills

Common Misconceptions

That working class people were weak - emphasise their strength and resilience
That upper class were inherently better - focus on social structure, not personal worth
That levels in dance are just high and low - teach the full range and nuances
That character work is just acting - emphasise the dance and movement elements
That historical events are just stories - help students understand real human experiences
That group work means everyone does the same thing - teach complementary roles

SEN Adaptations

ADHD

Regular activity changes, clear physical boundaries, leadership roles in character demonstration

dyspraxia

Simplified movement sequences, extra practice time, visual reference charts for character positions

autism spectrum

Clear structure with predictable routines, advance warning of character changes, quiet space available if needed

visual impairment

Detailed verbal descriptions of character movements, tactile guidance for levels, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all character work, written instruction cards, vibration from music for rhythm

physical disability

Adapted character movements using available range of motion, seated versions of level work, alternative roles in ship balances

Cross-Curricular Links

English

Vocabulary development, descriptive language for character and emotion, oral communication in group discussions

Art

Visual representation of social classes, costume and fashion of 1912, ship design and architecture

Geography

Ocean travel, routes across Atlantic, understanding scale and distance in 1912

History

Victorian era and Edwardian society, social class structure in early 20th century, the Titanic as historical event

PSHE

Understanding different perspectives, empathy, cooperation, historical awareness of inequality

Teacher Guidance

Positioning

Central position with clear view of all groups, move around to monitor closely during ship balances

Observation Focus

Character authenticity, level changes, group cooperation, safe physical work

Intervention Points

Step in if character work becomes disrespectful, if ship balances become unsafe, if groups struggle with cooperation

Demonstration Notes

Show clear character distinctions, emphasise historical respect, demonstrate safe ship balance technique, model positive group interaction

Verbal Cues

•'Remember your character's feelings'
•'Show me those levels clearly'
•'Think about the historical context'
•'Safety first in ship balances'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 8m x 12m, clear of obstacles

Surface Check

Clean, non-slip surface suitable for barefoot or soft-soled shoes

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement areas
•Visual aids secured and not creating trip hazards
•Space markers placed to define safe movement boundaries

Risk Management

Key Risks

•Collisions during group movement and character work
•Falls during ship balance activities
•Inappropriate behaviour during historical character portrayal
•Emotional reactions to social class discussions

Risk Mitigation

•Clear boundaries and spacing guidelines for all activities
•Careful supervision of ship balance groups with safety briefing
•Sensitive handling of historical context with emphasis on respect
•Immediate intervention if character work becomes inappropriate

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all ship balance groups
•Monitor character work for respectful portrayal
•Watch for safe spacing during movement sequences
•Listen to group discussions for appropriate content

Emergency Procedures

Stop activity immediately if unsafe behaviour, check for injuries, have first aid access available