Lesson 3 - Social Classes Aboard The Titanic
Historical Narrative Dance: The Titanic Story
•Year 6
•Dance
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How did social class influence the way people danced and celebrated aboard The Titanic?
Learning Objectives
- To develop group movements selecting and applying choreography into a routine
- To create dance sequences that represent different social classes from The Titanic
- To perform movements with expression showing emotional connections to historical characters
Key Outcomes
- Students will create and perform dance sequences representing working class passengers on The Titanic
- Students will demonstrate creativity and expression in their movements to show character emotions
- Students will work collaboratively to create group sequences with partner and ensemble work
Equipment & Resources Required
Positioned where all students can hear clearly, volume appropriate for space
Alternative: Phone with bluetooth speaker, CD player
Music with clear 4/4 beat suitable for counting and movement
Alternative: Traditional folk music, accordion music, simple rhythmic music
Mark out performance area and safe boundaries
Alternative: Spots, bean bags, chalk marks
Visual references showing different social classes on The Titanic
Alternative: Printed pictures, projected images, history books
Key Vocabulary
Different groups of people on The Titanic based on wealth and status
Traditional folk dancing from Ireland with specific steps and rhythms
When all dancers perform the same movements at exactly the same time
Using facial expressions and body language to show emotions and character
A series of dance movements performed in a specific order
A travelling movement with one foot leading, like a horse galloping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements and body control
- Simple partner work and linking movements
- Understanding of rhythm and counting beats
Current Skills
- Irish dancing steps and folk dance movements
- Expressing character and emotion through movement
- Creating group sequences and working in unison
Next Steps
- More complex folk dance choreography
- Creating dances that show different historical periods
- Advanced ensemble work with larger groups
Milestone Indicators
Key Teaching Points
- Historical context must be respectful and accurate - focus on dignity of all social classes
- Irish dancing technique requires arms by sides and controlled movements
- Character work should show emotions and social context, not stereotypes
- Group work requires clear communication and shared responsibility
- Safety is paramount during partner turns and group movement
- Link movement quality to historical understanding throughout
- Encourage expression while maintaining technique and control
Common Misconceptions
- Students may think all dancing was the same regardless of social class - emphasise differences
- May assume working class passengers were always sad - highlight their resilience and joy
- Might confuse Irish dancing with other folk dances - emphasise specific techniques
- Could think historical context doesn't matter for dance - connect movement to social meaning
- May believe only professional dancers could perform well - emphasise dance as social activity
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, immediate positive feedback, role variety to maintain engagement
dyspraxia
- Simplified movement sequences, extra practice time, partner support for coordination challenges
autism spectrum
- Clear structure with visual schedule, quiet space available, predictable routine with advance warning of changes
visual impairment
- Clear verbal descriptions of all movements, tactile guidance for Irish dancing positions, partner support for navigation
hearing impairment
- Visual demonstrations of rhythm and counting, sign language for key instructions, vibration cues for beat
physical disability
- Seated versions of Irish dancing, modified arm movements, upper body expression focus
Cross-Curricular Links
Geography
Atlantic Ocean crossing routes, locations of Irish immigration, understanding of ship travel
History
Social classes in Edwardian Britain, life aboard passenger ships, experiences of different social groups
Music
Irish folk music traditions, rhythm and beat, traditional instruments of the period
PSHE
Understanding social inequality, empathy for different experiences, working together respectfully
Teacher Guidance
Positioning
Move around space to observe all groups, central position during demonstrations
Observation Focus
Watch for historical understanding through movement quality, safety during partner work, inclusion of all students
Intervention Points
Step in if partner work becomes unsafe, support groups struggling with coordination, redirect inappropriate historical portrayals
Demonstration Notes
Show clear contrast between social classes through posture and expression, demonstrate Irish dancing with authentic style, model respectful historical interpretation
Verbal Cues
- •'Remember your working class character!'
- •'Arms still in Irish dancing!'
- •'Feel the excitement of the passengers!'
- •'Count together - 1-2-3-4!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, suitable for group movement and partner work
Surface Check
Non-slip surface essential for dancing, check for wet or dusty areas
Equipment Safety
Safety Checks
- •Music volume appropriate for space and hearing protection
- •Secure placement of music equipment away from movement area
- •Clear boundaries marked to prevent collisions
Risk Management
Key Risks
- •Collisions during partner turning and group movement
- •Falls during Irish dancing kicks and turns
- •Overexertion during energetic dancing sequences
Risk Mitigation
- •Clear spacing guidelines for partner and group work
- •Controlled progression from slow to normal speed
- •Regular reminders about personal space and control
- •Immediate stop signal established
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups during community performance
- •Monitor partner linking for appropriate contact and safety
- •Watch for fatigue during energetic sequences
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid if needed, ensure clear evacuation route