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Lesson 4 - Iceberg Impact: Extending Choreography with Emotion and Expression

Historical Narrative Dance: The Titanic Story

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Year 6

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Dance

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50 min

Big Question

How can we use dance to tell the dramatic story of the Titanic's collision with an iceberg?

Learning Objectives

To recreate the Titanic hitting an iceberg through controlled movement
To perform choreographed movements that incorporate emotion, expression and characterisation
To extend existing choreography with dramatic sequences showing passenger reactions

Key Outcomes

Students will perform a ship-iceberg collision sequence in unison
Students will create character reactions showing emotion and drama
Students will evaluate and improve performances through peer assessment

Equipment & Resources Required

Drum

Position where all groups can hear clearly

Alternative: Tambourine, wooden clapper, music with clear beat

Tunnel Systems

Test volume levels before lesson starts

Alternative: Bluetooth speaker, tablet with speakers

Themed Music

1 playlist

Prepare different tracks for different moods

Alternative: Dramatic orchestral music, film soundtrack clips

Markers Cones

Mark group performance areas around the hall

Alternative: Spots, rope boundaries, chalk lines

Key Vocabulary

Choreography

A sequence of movements and steps in dance that tells a story

Unison

Moving together at exactly the same time as a group

Expression

Showing feelings and emotions through facial expressions and body language

Characterisation

Acting as a specific character with their own personality and reactions

Controlled movement

Moving with precision, balance and intention rather than rushed or sloppy

Skill Progression Pathway

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

Prior Learning

Basic Irish dancing steps from previous lessons
Ship balance and boarding movements
Working in groups of 6 effectively

Current Skills

Creating dramatic impact movements in unison
Expressing character emotions through dance
Extending choreography with narrative sequences

Next Steps

Developing complete Titanic story through dance
Advanced character work and storytelling
Creating complex group choreography with multiple scenes

Milestone Indicators

Performs iceberg impact movement with clear timing

Shows obvious emotion and character in movement

Extends choreography logically following the story

Key Teaching Points

Maintain respectful tone throughout when dealing with historical tragedy
Emphasise contrast between joyful Irish dancing and dramatic collision sequence
Focus on timing and unison in group movements, especially iceberg impact
Encourage genuine emotional expression rather than over-acting
Support students in making clear character choices and sticking to them
Use peer assessment to develop critical observation skills
Connect movement quality to emotional authenticity

Common Misconceptions

That louder and more dramatic always means better - teach controlled emotional expression
That all characters would react the same way - explore different personality responses
That dance can't tell serious stories - demonstrate power of movement for storytelling
That peer assessment means finding faults - teach constructive feedback skills
That historical events are too serious for creative interpretation - show respectful artistic exploration

SEN Adaptations

ADHD

Regular movement breaks, clear role in group, immediate feedback on performance

dyspraxia

Simplified movement patterns, extra practice time, buddy support for sequence memory

autism spectrum

Clear sequence breakdown, visual schedule of lesson structure, quiet reflection space available

visual impairment

Verbal descriptions of demonstrations, tactile guidance for positioning, audio cues for timing

hearing impairment

Visual signals for drum beats, demonstration-heavy teaching, written instruction cards

physical disability

Adapted movements for seated performance, upper body focus for emotional expression, role as group director

Cross-Curricular Links

English

Developing vocabulary for emotions and character description, storytelling through movement

Drama

Character development, emotional expression, and performance skills

History

Learning about the Titanic disaster of 1912, understanding historical events and their impact on people

PSHE

Understanding human emotions in crisis situations, empathy and respect for historical tragedies, working collaboratively

Teacher Guidance

Positioning

Central position with clear view of all group areas, move between groups during development work

Observation Focus

Watch for emotional expression, group timing, character development, and appropriate responses to content

Intervention Points

Step in if movements become unsafe, inappropriate responses to historical content, or peer feedback becomes unkind

Demonstration Notes

Use dramatic examples to show emotional range, demonstrate clear contrast between sections, model respectful approach to historical content

Verbal Cues

•'Show me the emotion in your face!'
•'All together on the drum beat!'
•'Remember this is a serious historical event'
•'What would your character really feel?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, marked performance areas for 6 groups

Surface Check

Smooth, non-slip surface suitable for dance movement, checked for obstacles

Equipment Safety

Safety Checks

•Drum positioned safely away from movement areas
•Music system volume at appropriate level
•Space markers secured and not creating trip hazards

Risk Management

Key Risks

•Emotional overwhelm from dramatic content
•Collisions during group movements
•Inappropriate responses to historical tragedy

Risk Mitigation

•Clear boundaries established between groups
•Controlled movements emphasised throughout
•Respectful tone maintained for historical content
•Teacher monitoring emotional responses

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups
•Monitor emotional responses to dramatic content
•Ensure peer feedback remains constructive

Emergency Procedures

Stop activity immediately if student becomes distressed, provide quiet space and support, contact appropriate staff if needed