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Lesson 6 - Group Dance Performance

Bollywood & Line Dance Fusion

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Year 5

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Dance

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45 min

Big Question

How can we combine individual dance steps to create a unified group performance that tells a story through movement?

Learning Objectives

Combine three new dance steps (slide, knee bends, pivot) with previously learnt steps to create a flowing dance sequence
Work collaboratively in groups of four to create and perform a coordinated line dance routine
Evaluate and improve dance performance through constructive feedback and self-reflection

Key Outcomes

Students will demonstrate smooth transitions between different dance steps in sequence
Groups will perform a coordinated 4-wall pattern line dance showing synchronisation and timing
Students will identify specific improvements needed in their performance and suggest ways to enhance their routine

Equipment & Resources Required

Music Player

Position centrally for clear audio coverage of entire dance space

Alternative: Tablet with Bluetooth speaker, phone with portable speaker

Music Tracks

3-4 tracks

Have tracks ready to play, test volume levels before lesson

Alternative: Steady 4/4 beat music at moderate tempo (120-130 BPM)

Score Sheets

1 per group of 4

Laminated sheets showing step sequences and teaching points

Alternative: Large poster showing step diagrams, whiteboard diagrams

Cones

8-12

Mark out performance areas and group spaces

Alternative: Spots, chalk marks on floor

Key Vocabulary

Slide Step

A dance move where one foot slides to the side while the other foot is dragged to meet it

Knee Bends

Rhythmic bending and straightening of knees in time with music

Pivot

A 180-degree turn on one foot while the other foot steps forward

4-Wall Pattern

A dance sequence that faces all four walls of the room during the routine

Line Dance

A choreographed dance performed by a group in lines without partners

Synchronisation

Moving at exactly the same time as others in the group

Skill Progression Pathway

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

Prior Learning

Basic dance steps from previous weeks including grapevine, marching, and simple directional movements
Understanding of beat counting and rhythm in dance
Basic cooperative skills for working in pairs

Current Skills

Three new dance steps: slide step, knee bends, and pivot turns
Combining multiple steps into flowing sequences
Working in groups of four with synchronisation

Next Steps

Creating original step patterns to 8 beats
Adding creative elements and personal style to routines
Performing complex multi-directional line dance patterns

Milestone Indicators

Smooth execution of all three new steps without breaking rhythm

Clear coordination and timing with all group members

Confident performance in front of others with minimal hesitation

Key Teaching Points

Emphasise smooth, controlled movements rather than sharp, jerky actions throughout all steps
Maintain consistent rhythm and timing - use counting aloud to support students
Focus on group cooperation and synchronisation rather than individual perfection
Build confidence through positive reinforcement and celebrating diverse abilities
Connect new learning to previous lessons to show progression and build on success
Ensure all students feel valued and included regardless of their technical ability level
Use wall patterns to help students understand spatial organisation in line dancing

Common Misconceptions

Thinking line dancing requires perfect synchronisation - focus on enjoying movement together rather than rigid uniformity
Believing only 'good dancers' can succeed - emphasise that everyone can improve and contribute to group success
Assuming steps must be performed exactly as taught - encourage personal interpretation within the basic structure
Focusing only on foot movements - remind students that posture, arms, and expression are all part of dance
Thinking mistakes are failures - frame errors as learning opportunities and natural parts of the process

SEN Adaptations

ADHD

Break learning into shorter segments, provide fidget tools during reflection time, use high-energy music to maintain engagement

dyspraxia

Practice each step in isolation first, provide additional time for sequence learning, use larger, slower movements initially

autism spectrum

Provide visual sequence cards, maintain consistent routine structure, offer quiet space if overwhelmed by performance pressure

visual impairment

Use clear verbal descriptions of all movements, provide tactile guidance for step placement, pair with sighted buddy for spatial awareness

hearing impairment

Use visual demonstrations extensively, provide vibrating speakers for beat awareness, use hand signals for counting and timing

physical disability

Adapt steps for seated performance, modify pivot turns to quarter turns, use arm movements to replace leg movements where needed

Cross-Curricular Links

English

Speaking and listening during group planning, following instructions, using technical vocabulary accurately

Geography

Directional language (north, south, east, west), spatial awareness, understanding of room layout and positioning

Music

Rhythm and beat, tempo changes, listening skills, musical structure and phrasing

PSHE

Teamwork and cooperation, building confidence, peer support, celebrating diversity in movement and expression

Teacher Guidance

Positioning

Move actively between groups during practice, position centrally during demonstrations, maintain clear sightlines during performances

Observation Focus

Watch for synchronisation within groups, individual technique improvement, positive group dynamics and inclusion

Intervention Points

Step in if groups struggling with cooperation, provide additional support for complex step combinations, ensure all students participating

Demonstration Notes

Demonstrate each step slowly first, then at tempo, show from multiple angles for visibility, use clear counting throughout

Verbal Cues

•'Smooth sliding motion, don't lift your feet!'
•'Count out loud together - 1, 2, 3, 4!'
•'Pivot exactly 180 degrees - half a turn!'
•'All together now - synchronise your movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear area, suitable for turning movements and group formations

Surface Check

Non-slip surface essential, check for any wet areas or obstacles

Equipment Safety

Safety Checks

•Music equipment positioned safely away from dance area
•All electrical cables secured and not crossing walkways
•Resource sheets laminated to prevent tearing

Risk Management

Key Risks

•Collisions during pivot turns and group formations
•Slips during sliding movements
•Dizziness from turning movements
•Overexertion during energetic sequences

Risk Mitigation

•Adequate spacing maintained between students and groups
•Progressive warm-up prepares body for complex movements
•Clear movement instructions and controlled practice before full speed

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during practice sessions
•Monitor students for signs of dizziness during pivot practice
•Ensure inclusive group formation without students being excluded

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students remain safely positioned