Lesson 5 - Character Relationships and Emotion
Historical Narrative Dance: The Titanic Story
•Year 6
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Position for clear sound across entire space, volume appropriate for movement
Alternative: Tablet with portable speaker, instrumental background music
Prepare different tracks for warm-up, development and performance sections
Alternative: Classical orchestral music, dramatic film scores
Mark group working spaces and performance area boundaries
Alternative: Spots, bean bags, rope to mark areas
Simple criteria sheets for peer assessment during performances
Alternative: Mini whiteboards, verbal feedback prompts
Key Vocabulary
Using movement, expression and body language to portray a specific character or person
Showing emotions and feelings clearly through facial expressions, body language and movement quality
Dance movements that tell a story or show a sequence of events
Performing the same movements at exactly the same time as a group
The height at which movements are performed - high, medium, low
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
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