Lesson 6 - Performance and Reflection
Historical Narrative Dance: The Titanic Story
•Year 6
•Dance
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How can we create a powerful documentary performance that honours the memory of Titanic passengers and survivors?
Learning Objectives
- To perform a Titanic-themed dance sequence with clarity, fluency, accuracy and consistency
- To demonstrate expression, emotion and characterisation appropriate to the historical context
- To evaluate and provide constructive feedback on dance performances using specific criteria
Key Outcomes
- Students will perform their complete Titanic documentary dance with technical skill and emotional depth
- Students will assess peer performances using clear evaluation criteria and provide helpful feedback
- Students will reflect on their learning journey and identify areas for future improvement
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Bluetooth speaker, tablet with speakers
Pre-loaded and tested, with backup options available
Alternative: Classical music, film soundtrack excerpts
Mark clear performance area boundaries and audience seating
Alternative: Chalk lines, masking tape
With evaluation criteria sheets attached
Alternative: Notebooks, tablets
Available for groups who wish to enhance characterisation
Alternative: Scarves, hats, period-appropriate colours
For managing rehearsal and performance timing
Alternative: Phone timer, classroom clock
Key Vocabulary
Smooth, flowing movement that appears natural and rehearsed
Precise execution of movements as choreographed, with correct timing and positioning
Embodying a character through movement, facial expression and performance quality
All dancers performing exactly the same movement at exactly the same time
Conveying emotion and meaning through movement, face and body language
Seamless transitions between movements creating a continuous narrative
Commanding attention through confidence, focus and connection with audience
Performance approach that aims to truthfully represent historical events
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created choreography sequences in previous lessons
- Students understand the historical context of the Titanic
- Students can perform basic dance movements with some fluency
- Students have experience working in groups to create movement
Current Skills
- Performing complete dance sequences with technical accuracy
- Demonstrating sustained characterisation and emotional expression
- Evaluating dance performances using specific criteria
- Providing constructive feedback to improve peer performances
Next Steps
- Creating original choreography for different historical or cultural contexts
- Leading warm-ups and teaching movement sequences to others
- Adapting performances for different audiences and venues
- Developing personal dance style and artistic voice
Milestone Indicators
Key Teaching Points
- Performance is about storytelling, not just executing movement - every gesture should have meaning
- Historical respect is paramount - these were real people with real stories deserving of dignity
- Evaluation should be specific and constructive, using criteria language to help peers improve
- Expression comes from the whole body, not just face - posture, energy, and movement quality all convey character
- Unison requires listening to each other, not just following music - groups must work as one
- Performance confidence comes from thorough preparation and commitment to character
- Audience behaviour affects performers - respectful watching enhances everyone's experience
Common Misconceptions
- Good dance performance is only about remembering steps - Expression and character are equally important
- Feedback should be kind rather than helpful - Specific, actionable feedback shows respect for improvement
- Historical tragedy should be avoided in education - Respectful exploration builds empathy and understanding
- Some students 'can't dance' - Everyone can express character and story through movement at their level
- Performance is only for talented students - Every student's interpretation brings value to historical understanding
- Criticism means pointing out what's wrong - Effective evaluation highlights strengths and suggests specific improvements
SEN Adaptations
ADHD
- Break rehearsal into shorter segments, provide specific roles and responsibilities, offer movement breaks between performances
dyspraxia
- Allow additional rehearsal time, provide simplified movement options, pair with supportive partner, focus on expression over technical precision
autism spectrum
- Provide clear structure and timing for each section, offer quiet space if overwhelmed by performance atmosphere, give specific evaluation sentence starters
visual impairment
- Provide verbal descriptions of other groups' performances, allow closer positioning to see demonstrations, use contrasting colours for space markers
hearing impairment
- Ensure visual demonstrations accompany all instructions, use visual timing cues, provide written evaluation criteria
physical disability
- Offer seated or modified movement options, focus on upper body expression, include as evaluator or survivor character
Cross-Curricular Links
English
Storytelling through movement, documentary as text type, oral communication and evaluation
Maths
Timing and rhythm, spatial awareness and formation, evaluating and scoring using criteria
Art
Visual composition, creating mood and atmosphere, artistic interpretation of historical events
Geography
Understanding ocean travel and navigation, international emigration patterns, ship routes and disasters
History
Understanding Titanic as historical event, life in early 1900s, social classes and emigration
PSHE
Empathy and respect for others, collaboration and teamwork, understanding diversity and social justice
Teacher Guidance
Positioning
Move freely between groups during rehearsal, position at front corner during performances for optimal viewing
Observation Focus
Technical accuracy, group cooperation, historical respect, character commitment, audience engagement
Intervention Points
Step in for unsafe movement, disrespectful behaviour, or groups struggling with content
Demonstration Notes
Be prepared to demonstrate character qualities, movement clarity, and appropriate historical respect throughout lesson
Verbal Cues
- •'Show the emotion in your whole body'
- •'Remember, this is someone's real story'
- •'Sharp, clear movements that tell the story'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large, clear space minimum 8m x 12m for group performances and audience seating
Surface Check
Non-slip surface essential for dance movements, check for any wet areas or obstacles
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from performance area
- •Clipboards and pens managed safely during movement sections
- •Any costume pieces checked for trip hazards or loose elements
Risk Management
Key Risks
- •Collisions during energetic group rehearsals
- •Overexertion during intensive performance
- •Emotional overwhelm due to serious historical subject matter
- •Falls during expressive movement sequences
Risk Mitigation
- •Clear boundaries established for each group's rehearsal space
- •Regular breaks during intensive rehearsal periods
- •Supportive atmosphere for students who find historical content upsetting
- •Controlled movement expectations, no dangerous acrobatics or lifts
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during rehearsal simultaneously
- •Move between groups to provide close observation and feedback
- •Monitor emotional responses during performance and reflection
Emergency Procedures
Stop activity immediately for any injury, provide appropriate first aid, have emergency contact information accessible