Historical Narrative Dance: The Titanic Story
•Year 6
•Dance
•Positioned where all students can hear clearly
Alternative: Tablet or phone with speaker
Test volume levels before lesson
Alternative: Classical or period-appropriate instrumental music
Mark performance areas and group spaces
Alternative: Spots or bean bags
Images showing 1912 clothing and posture differences
Alternative: Printed photos or tablet display
Groups of people in society with different levels of wealth and status
Creating a character through movement, expression and body language
Showing feelings and emotions through facial expressions and body movement
High, middle and low positions in space used in dance
The routes and directions dancers travel through space
When dancers perform the same movements at exactly the same time
Understanding where pupils are coming from and where they're going
Vocabulary development, descriptive language for character and emotion, oral communication in group discussions
Visual representation of social classes, costume and fashion of 1912, ship design and architecture
Ocean travel, routes across Atlantic, understanding scale and distance in 1912
Victorian era and Edwardian society, social class structure in early 20th century, the Titanic as historical event
Understanding different perspectives, empathy, cooperation, historical awareness of inequality
Central position with clear view of all groups, move around to monitor closely during ship balances
Character authenticity, level changes, group cooperation, safe physical work
Step in if character work becomes disrespectful, if ship balances become unsafe, if groups struggle with cooperation
Show clear character distinctions, emphasise historical respect, demonstrate safe ship balance technique, model positive group interaction
Large hall or studio space minimum 8m x 12m, clear of obstacles
Clean, non-slip surface suitable for barefoot or soft-soled shoes
Stop activity immediately if unsafe behaviour, check for injuries, have first aid access available
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