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Lesson 5 - Character Relationships and Emotion

Historical Narrative Dance: The Titanic Story

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Year 6

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Dance

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Big Question

How can we use movement to convey the complex emotions and relationships between passengers during a life-threatening situation?

Learning Objectives

To demonstrate emotion, expression and characterisation through movement to represent passenger relationships during the Titanic sinking
To create collaborative choreography that shows the sequence of events during the ship's sinking
To evaluate and improve dance performances using specific criteria for expression, creativity and technical skill

Key Outcomes

Students will perform extended choreographic sequences that clearly convey character emotions and relationships
Students will demonstrate understanding of historical context through creative movement interpretation
Students will provide constructive feedback to improve peer performances using dance-specific vocabulary

Equipment & Resources Required

Music Player

1 set

Position for clear sound across entire space, volume appropriate for movement

Alternative: Tablet with portable speaker, instrumental background music

Music Tracks

1 playlist

Prepare different tracks for warm-up, development and performance sections

Alternative: Classical orchestral music, dramatic film scores

Markers Cones

12-16

Mark group working spaces and performance area boundaries

Alternative: Spots, bean bags, rope to mark areas

Score Sheets

1 per student

Simple criteria sheets for peer assessment during performances

Alternative: Mini whiteboards, verbal feedback prompts

Key Vocabulary

Characterisation

Using movement, expression and body language to portray a specific character or person

Expression

Showing emotions and feelings clearly through facial expressions, body language and movement quality

Narrative choreography

Dance movements that tell a story or show a sequence of events

Unison

Performing the same movements at exactly the same time as a group

Levels

The height at which movements are performed - high, medium, low

Dynamics

The speed, force and energy of movements

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling actions
Understanding of unison and group formations
Previous Titanic choreography from lessons 1-4
Basic knowledge of expression and emotion in dance

Current Skills

Advanced characterisation through movement
Complex partner and group relationship dynamics
Extended choreographic sequences with narrative structure
Performance evaluation using specific criteria

Next Steps

Advanced storytelling through dance with multiple characters
Independent choreographic creation with minimal guidance
Leading warm-ups and teaching movement phrases to others

Milestone Indicators

Clear emotional expression visible in facial expressions and body language

Smooth transitions between different story sections

Ability to maintain character throughout extended sequences

Confident use of dance vocabulary in peer assessment

Key Teaching Points

Historical sensitivity must be maintained throughout - this is about remembering real people's experiences
Emotional expression should be authentic but age-appropriate and controlled
Physical contact during resistance movements must be safe and consensual
Group cooperation and communication skills are essential for effective choreography
Character consistency should be maintained throughout extended performances
Movement quality and dynamics should match the emotional content being portrayed
Performance skills develop through practice and constructive feedback

Common Misconceptions

Movement needs to be dramatic and exaggerated to show emotion effectively - actually, subtle, controlled expression is often more powerful
All students should show the same emotion in group work - different characters would have different emotional responses
Historical accuracy is less important than creative expression - both must be balanced with respect for real experiences
Physical contact in resistance movements should use real force - all movements must be controlled and safe
Only confident performers can show good characterisation - expression is about internal connection, not performance confidence

SEN Adaptations

ADHD

Use varied activity pacing, provide clear focus points for each section, allow movement breaks and kinesthetic learning opportunities

dyspraxia

Break complex movements into smaller steps, provide additional practice time, focus on expression over technical precision

autism spectrum

Provide clear structure and routine, prepare for emotional content with advance warning, offer alternative expression methods if dramatic content is overwhelming

visual impairment

Provide clear verbal descriptions of all movement demonstrations, use partner system for spatial guidance, describe other groups' performances in detail

hearing impairment

Use visual demonstrations and written instructions, ensure clear sight lines for lip reading, use visual cues and hand signals for timing

physical disability

Adapt movements to suit individual capabilities, focus on expression achievable through available movement, allow wheelchair-accessible choreography adaptations

Cross-Curricular Links

English

Character development, narrative structure, emotional vocabulary, story sequencing and dramatic interpretation

History

Understanding of social class structures, historical timeline of Titanic disaster, empathy for historical figures and their experiences

Music

Responding to musical atmosphere and mood, understanding how music enhances dramatic expression and storytelling

PSHE

Empathy and understanding others' perspectives, cooperation in challenging circumstances, managing emotions appropriately

Teacher Guidance

Positioning

Move actively between groups during development phases, central position for demonstrations and whole-class discussions

Observation Focus

Monitor emotional expression, group dynamics, safety in movement interactions, and development of performance skills

Intervention Points

Step in if emotional content becomes inappropriate, if safety concerns arise, or if groups need creative guidance

Demonstration Notes

Demonstrate: Full commitment to character work while maintaining appropriate boundaries. Show clear contrast between different emotional states and relationship dynamics.

Verbal Cues

•'Show me the emotion in your whole body, not just your face!'
•'Remember, this is controlled movement that tells a story'
•'How can you make your character's feelings even clearer?'
•'Think about the historical reality behind your movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 12m, clear of obstacles and suitable for group formations

Surface Check

Non-slip surface essential for dance movement, check for any wet areas or debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•No trailing cables in performance space
•Space markers placed to define areas without creating trip hazards

Risk Management

Key Risks

•Emotional distress from dramatic historical content
•Physical contact during resistance/separation movements
•Collisions during group choreography
•Inappropriate behaviour during character portrayal

Risk Mitigation

•Clear boundaries established for appropriate physical contact
•Emotional sensitivity maintained throughout with support available
•Adequate space provided between groups during practice
•Clear expectations for respectful portrayal of historical tragedy
•Teacher supervision of all resistance movements to ensure safety

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during development work
•Move between groups during practice to monitor safety and progress
•Maintain overview during performances to ensure appropriate behaviour

Emergency Procedures

Stop activity immediately if emotional distress observed, provide appropriate support and alternative activities as needed