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Lesson 1 - Dance by Chance Creation

Chance to Choreography Exploration

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Year 5

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Dance

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Big Question

How can random elements create structured and meaningful dance performances?

Learning Objectives

To create a dance using random structure methods and perform actions showing quality and control
To understand and apply Merce Cunningham's 'Dance by Chance' methodology
To work collaboratively in pairs to create and refine dance sequences

Key Outcomes

Students will create an 8-action dance sequence using chance methodology
Students will perform their dance in unison with accurate timing and quality
Students will provide constructive feedback using dance terminology

Equipment & Resources Required

Pencils

15 (1 per pair)

Distribute one pencil per pair with Dance by Chance resource sheets

Alternative: Pens or coloured pencils

Score Sheets

15 (1 per pair)

Pre-printed sheets with action boxes and number grid

Alternative: Blank paper with action grid drawn on

Tunnel Systems

Test volume levels before lesson, ensure clear sound throughout space

Alternative: Portable speaker with bluetooth or phone speaker

Track

Queue track ready for warm-up section

Alternative: Any upbeat music suitable for warm-up (120-130 BPM)

Key Vocabulary

Chance

A method of creating dance where random elements determine the structure or content

Unison

Performing actions at exactly the same time with a partner or group

Quality

The way movements are performed - with control, precision, and appropriate energy

Canon

When dancers perform the same movement but start at different times, creating a follow-the-leader effect

Levels

The different heights at which dance movements can be performed - high, medium, low

Choreographer

A person who creates and arranges dance movements and sequences

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and counting in dance
Experience with simple dance movements and travelling actions
Ability to work cooperatively in pairs

Current Skills

Understanding of chance methodology in dance creation
Ability to perform dance actions with quality and control
Skills in providing constructive peer feedback

Next Steps

Development of more complex chance-based choreographic techniques
Integration of chance methods with structured dance forms
Advanced performance skills and artistic expression

Milestone Indicators

Students can explain Merce Cunningham's 'Dance by Chance' method

Actions are performed with consistent quality and timing

Feedback includes specific dance terminology and actionable suggestions

Key Teaching Points

Chance methodology creates structure rather than chaos - random elements can produce organised artistic outcomes
Unison timing requires both partners to commit equally to the shared rhythm and counts
Quality of movement is more important than complexity - controlled, precise actions have greater impact
Creative exploration works best within clear safety boundaries and guidelines
Constructive feedback using specific vocabulary helps develop both critical thinking and artistic appreciation
Professional choreographic methods can be accessible to young learners when broken down appropriately
Partnership cooperation is essential for successful creative outcomes in dance

Common Misconceptions

That 'chance' means 'random chaos' rather than 'structured randomness' - emphasise how Cunningham used chance to create organised dances
That unison means 'roughly at the same time' rather than 'precisely together' - demonstrate the difference clearly
That feedback should focus on what's wrong rather than constructive suggestions for improvement
That dance actions should be performed as fast as possible rather than with control and quality
That creativity means 'anything goes' rather than 'creative exploration within safe parameters'

SEN Adaptations

ADHD

Build in regular movement breaks, provide clear boundaries and structure, offer choice in level of performance participation

dyspraxia

Break down complex actions into smaller steps, allow additional practice time, focus on effort and improvement rather than precision

autism spectrum

Provide clear visual schedule of lesson structure, allow processing time for instructions, offer quiet space if overstimulated by performance elements

visual impairment

Use verbal descriptions of all movements, provide tactile guidance for partner positioning, ensure audio cues are clear and consistent

hearing impairment

Provide visual demonstrations of all instructions, use clear gestures for counting and timing, ensure written instructions are accessible

physical disability

Adapt actions to be achievable from seated position or with mobility aids, focus on upper body actions if needed, ensure participation in creative process

Cross-Curricular Links

English

Vocabulary development with dance terminology, descriptive language in feedback, following written instructions on worksheets

Maths

Using number sequences and patterns from telephone numbers, counting in 8s, understanding timing and rhythm as mathematical concepts

Art

Understanding how chance methods can create artistic structure, exploring creativity within constraints, developing aesthetic appreciation

History

Learning about Merce Cunningham and American dance innovation, understanding historical context of chance-based art

PSHE

Cooperation and communication in partnership work, giving and receiving constructive feedback, building confidence through performance

Teacher Guidance

Positioning

Move around perimeter during active work for full visibility, position centrally during whole-class instruction and demonstrations

Observation Focus

Watch for quality of unison timing, creative exploration within safe parameters, positive partnership dynamics, and appropriate use of vocabulary

Intervention Points

Step in when pairs struggle with cooperation, when movements become unsafe, or when students need support with timing or technique

Demonstration Notes

Use clear, exaggerated movements for visibility, demonstrate both correct and incorrect examples for clarity, involve students in demonstrations when appropriate to maintain engagement

Verbal Cues

•'In unison means exactly together!'
•'Quality over quantity - make it controlled!'
•'Use your counts to stay together!'
•'Be creative but be safe!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear dance space, suitable flooring for dance movement (not slippery)

Surface Check

Clean, even surface free from obstacles, appropriate for barefoot or soft-soled dance movement

Equipment Safety

Safety Checks

•Pencils distributed and collected safely to prevent drops/trip hazards
•Audio equipment positioned safely away from movement area
•Worksheets kept clear of movement space during active phases

Risk Management

Key Risks

•Collisions between pairs during exploration phases
•Overenthusiastic actions leading to loss of control
•Trips or falls from attempting unfamiliar movements
•Strain from repetitive movements without adequate rest

Risk Mitigation

•Clear boundaries and spacing established for each pair
•Progressive skill building from simple to complex movements
•Emphasis on control and quality rather than speed or power
•Regular checks on students' physical comfort and energy levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs during active work
•Circulate actively during exploration phases to monitor safety
•Watch for signs of fatigue or frustration that might compromise safety

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, have clear access to first aid kit and emergency contacts