Lesson 2 - Character Movements and Social Classes
Historical Narrative Dance: The Titanic Story
•Year 6
•Dance
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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
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
Key Vocabulary
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
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
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