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Lesson 6 - Performance and Reflection

Historical Narrative Dance: The Titanic Story

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Year 6

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Dance

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1h 5min

Big Question

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

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Bluetooth speaker, tablet with speakers

Music Player

Pre-loaded and tested, with backup options available

Alternative: Classical music, film soundtrack excerpts

Sun Markers

8-12 cones

Mark clear performance area boundaries and audience seating

Alternative: Chalk lines, masking tape

Clipboards

6-8

With evaluation criteria sheets attached

Alternative: Notebooks, tablets

Costumes

Class set

Available for groups who wish to enhance characterisation

Alternative: Scarves, hats, period-appropriate colours

Timer

For managing rehearsal and performance timing

Alternative: Phone timer, classroom clock

Key Vocabulary

Fluency

Smooth, flowing movement that appears natural and rehearsed

Accuracy

Precise execution of movements as choreographed, with correct timing and positioning

Characterisation

Embodying a character through movement, facial expression and performance quality

Unison

All dancers performing exactly the same movement at exactly the same time

Expression

Conveying emotion and meaning through movement, face and body language

Flow

Seamless transitions between movements creating a continuous narrative

Stage Presence

Commanding attention through confidence, focus and connection with audience

Documentary Style

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

Can maintain character and expression throughout entire performance

Shows clear understanding of quality dance performance criteria

Demonstrates leadership in group rehearsal and performance

Provides feedback that genuinely helps others improve

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