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Lesson 1 - Partner Balances and Ship Movements

Historical Narrative Dance: The Titanic Story

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Year 6

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Dance

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45 min

Big Question

How can we use our bodies to tell the story of the mighty Titanic through dance?

Learning Objectives

To create connecting balances that represent the structure and grandeur of The Titanic
To develop flowing movements that show the ship's journey and arrival at port
To perform with expression and creativity whilst maintaining control and accuracy

Key Outcomes

Students will perform partner and group balances representing The Titanic's structure
Students will create and link movements showing the ship's arrival and crew activities
Students will demonstrate creativity, expression and collaborative skills in their performances

Equipment & Resources Required

Rhythm Instruments

Position where all students can hear clearly

Alternative: Music with strong beats, clapping, tambourine

Images of The Titanic

5-10 different images

Display on board or around room for reference

Alternative: Video clips, drawings, books about Titanic

Music Player

1 set

Position for clear sound throughout hall

Alternative: Tablet with speaker, portable speaker

Themed Music

3-4 tracks

Pre-loaded and ready to play at appropriate volumes

Alternative: Ocean sounds, dramatic classical music, ship horn sounds

Key Vocabulary

Connecting balance

A balance where partners or group members support each other's weight

Unison

Moving at exactly the same time as others

Flow

Smooth, continuous movement between different positions or actions

Expression

Using facial expressions, body language and movement quality to convey emotion or story

Pathways

The route or pattern your body takes as it moves through space

Levels

The height at which movement occurs - high, medium, or low

Skill Progression Pathway

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

Prior Learning

Basic partner work and simple balances
Understanding of unison movement
Experience with pathways and levels in dance

Current Skills

Creating connecting balances with partners and groups
Developing expressive movement quality
Linking movements and balances with flow

Next Steps

Advanced group choreography with multiple sections
Complex partner lifts and counterbalances
Extended dance narratives with detailed characterisation

Milestone Indicators

Students maintain stable balances for 4+ seconds

Movements clearly represent intended imagery

Sequences show smooth transitions between elements

Key Teaching Points

Safety first - all partner work must be controlled and progressive
Story connection - all movements should relate back to The Titanic theme
Expression matters - encourage students to show pride, strength and emotion through their dancing
Collaboration is key - successful partner and group work requires communication and trust
Quality over complexity - better to perform simple movements well than complex movements poorly
Flow and transitions - smooth connections between elements enhance the performance
Use of space - encourage students to use different levels, pathways and formations

Common Misconceptions

Thinking partner balances require strength rather than technique and cooperation
Believing dance must be 'pretty' rather than strong and expressive for this theme
Assuming bigger/more complex movements are automatically better than controlled simple ones
Not understanding that expression comes from the whole body, not just facial expressions
Thinking that group work means everyone doing exactly the same thing rather than working together

SEN Adaptations

ADHD

Movement breaks between balances, clear start/stop signals, partner responsibility systems

dyspraxia

Simplified balance positions, extra practice time, step-by-step breakdown of movements

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet reflection spaces available

visual impairment

Use tactile cues for balance positions, verbal descriptions of all visual demonstrations, partner guidance system

hearing impairment

Visual signals for start/stop, demonstrate all instructions clearly, use vibrations for rhythm cues

physical disability

Seated balance variations, upper body focus for wheelchair users, adapted partner positions

Cross-Curricular Links

English

Narrative structure in dance, vocabulary development, descriptive language for movement and expression

Science

Forces and balance in partner work, buoyancy and floating, materials and engineering in shipbuilding

Art

Creating visual representations through body shapes, artistic expression, interpreting images creatively

Geography

Ocean travel, navigation, ports and harbours, shipping routes across Atlantic Ocean

History

Titanic as historical event, maritime transport, early 20th century society and technology

PSHE

Teamwork and cooperation, trust building, celebrating achievements, resilience through challenges

Teacher Guidance

Positioning

Move constantly around the space to observe all groups, positioning to see balance attempts clearly

Observation Focus

Watch for: balance stability, partner cooperation, creative interpretation, safety awareness, expression quality

Intervention Points

Step in when: balances appear unsafe, groups need specific technique help, collaboration breaks down, students lose focus on narrative

Demonstration Notes

Demonstrate: Use student examples frequently, show technique progression clearly, emphasise expression and story connection throughout

Verbal Cues

•'Strong like the ship's hull!'
•'Flow like water around the ship!'
•'Show me the pride of The Titanic!'
•'Connect with your partners!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space, with 3m clearance from walls and equipment

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Images and displays securely mounted and not at head height
•Drum and music equipment positioned safely away from movement areas
•No trailing wires or loose equipment

Risk Management

Key Risks

•Partner balance failures and falls
•Collisions between groups during movement phases
•Overconfidence leading to dangerous balance attempts

Risk Mitigation

•Progressive skill building from simple to complex balances
•Clear boundaries and spacing between groups established
•Constant teacher supervision and intervention when needed
•Emphasis on controlled movement rather than impressive tricks

Supervision & Emergency Procedures

Supervision Points

•Position to observe all partnerships and groups simultaneously
•Move around space to check balance technique closely
•Monitor for fatigue affecting safety and control

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safe and supervised