🎵

Lesson 4 - Group Choreography

Choreography & Movement Storytelling

•

Year 3

•

Dance

•

Big Question

How can we transform words from a poem into expressive group movements that tell a story?

Learning Objectives

To work collaboratively in groups of four, showing excellent cooperation and communication skills
To translate poetry into creative dance movements using imagination and interpretation
To demonstrate understanding and use of canon and formation changes in group choreography

Key Outcomes

Students will create 16-32 count group dance sequences inspired by their own poetry
Students will demonstrate effective teamwork and creative problem-solving in dance
Students will show understanding of canon (sequential movement) and formation changes

Equipment & Resources Required

Music Player

Positioned for clear audio throughout space

Alternative: Tablet/phone with portable speaker

Poems

1 per group of 4

Each group has their poem written clearly on paper

Alternative: Pre-written age-appropriate poems if needed

Visual Aids

1 set

Clear visual representations of different formations

Alternative: Drawings on whiteboard

Music Tracks

Multiple tracks

Suggested: 'Walk Like an Egyptian' by The Bangles, 'Egyptian Reggae' instrumental

Alternative: Instrumental versions if lyrics distracting

Key Vocabulary

Canon

A choreographic technique where movements are performed by different dancers at different times in sequence

Formation

The arrangement or pattern that dancers make in space

Adjective

A word that describes a noun (person, place or thing)

Adverb

A word that describes how, when, where or why an action is performed

Choreography

The art of creating and arranging dance movements into sequences

Stimulus

Something that inspires or provides ideas for creative movement

Skill Progression Pathway

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

Prior Learning

Basic understanding of adjectives and adverbs from English lessons
Experience working in pairs for dance activities
Familiarity with simple dance movements and travelling actions

Current Skills

Group cooperation and communication in creative tasks
Translation of literary concepts into physical movement
Understanding and application of canon and formation in dance

Next Steps

Creating complete group performances with clear beginning, middle and end
Advanced choreographic techniques including levels and dynamics
Peer evaluation and constructive feedback on group performances

Milestone Indicators

Groups can work independently for 10+ minutes without teacher intervention

Movements clearly reflect the chosen words from their poetry

Canon sequences are performed with clear timing and coordination

Key Teaching Points

Poetry can inspire infinite movement possibilities - celebrate all creative interpretations
Canon timing requires patience and practice - focus on attempting rather than perfecting
Group cooperation is as important as individual creativity in collaborative choreography
Formation changes should be smooth and planned, not rushed or chaotic
Performance sharing builds confidence - create supportive, celebratory atmosphere
Connection between literary analysis and physical expression deepens understanding
Allow time for creative process - rushing limits quality of creative output

Common Misconceptions

Movement must look exactly like the word (encourage abstract interpretation)
Canon must be perfect to be effective (celebrate attempts and near-misses)
Only confident students should share their work (encourage all to participate appropriately)
Group work means everyone doing exactly the same thing (value individual contributions)
Poetry movements must be 'pretty' or 'dance-like' (encourage full range of expression)
Formation changes must be complex to be good (simple, clear changes are often most effective)

SEN Adaptations

ADHD

Shorter work periods with brain breaks, clear physical boundaries for group work, immediate positive feedback

autism spectrum

Clear structure with predictable transitions, advance warning of performance expectations, quiet space available

visual impairment

Clear verbal descriptions of formations, use of tactile formation cards, buddy system for spatial guidance

hearing impairment

Visual demonstration of all instructions, written poetry available, visual cues for canon timing

physical disability

Adapted movements using available mobility, seated variations of formations, focus on upper body expression

Cross-Curricular Links

English

Poetry analysis, descriptive language, vocabulary development through adjectives and adverbs

Maths

Counting beats in 4s, pattern recognition in canon sequences, spatial geometry in formations

Music

Rhythm and timing, listening skills, relationship between music and movement

PSHE

Cooperation and teamwork, communication skills, confidence building through creative sharing

Teacher Guidance

Positioning

Move constantly between groups during development work, central position for demonstrations

Observation Focus

Group cooperation, creative interpretation, understanding of canon/formation concepts

Intervention Points

Support struggling groups without taking over, redirect off-task behaviour positively

Demonstration Notes

Model vulnerability in creative sharing, show clear examples of techniques, celebrate diverse interpretations

Verbal Cues

•'What story is your movement telling?'
•'How can we make this flow better?'
•'I can see real poetry in your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, additional areas for group work

Surface Check

Non-slip surface, clear of obstacles and trip hazards

Equipment Safety

Safety Checks

•Music volume appropriate for instruction over
•Secure placement of speakers/music equipment
•Poems secured or laminated to prevent tearing

Risk Management

Key Risks

•Collisions during group formation activities
•Over-exertion during creative movement work
•Emotional vulnerability during creative sharing

Risk Mitigation

•Clear boundaries established for all movement activities
•Walking pace maintained during formation challenges
•Supportive environment for creative risk-taking
•No forced participation in sharing activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during independent work
•Monitor for inclusive group dynamics
•Watch for signs of fatigue or frustration

Emergency Procedures

Stop signal understood by all, clear access to exit, first aid available