Lesson 1 - Dance by Chance Creation
Chance to Choreography Exploration
•Year 5
•Dance
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- Complete activity instructions & timing
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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
Distribute one pencil per pair with Dance by Chance resource sheets
Alternative: Pens or coloured pencils
Pre-printed sheets with action boxes and number grid
Alternative: Blank paper with action grid drawn on
Test volume levels before lesson, ensure clear sound throughout space
Alternative: Portable speaker with bluetooth or phone speaker
Queue track ready for warm-up section
Alternative: Any upbeat music suitable for warm-up (120-130 BPM)
Key Vocabulary
A method of creating dance where random elements determine the structure or content
Performing actions at exactly the same time with a partner or group
The way movements are performed - with control, precision, and appropriate energy
When dancers perform the same movement but start at different times, creating a follow-the-leader effect
The different heights at which dance movements can be performed - high, medium, low
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
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