Chance to Choreography Exploration
•Year 5
•Dance
•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)
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
Understanding where pupils are coming from and where they're going
Vocabulary development with dance terminology, descriptive language in feedback, following written instructions on worksheets
Using number sequences and patterns from telephone numbers, counting in 8s, understanding timing and rhythm as mathematical concepts
Understanding how chance methods can create artistic structure, exploring creativity within constraints, developing aesthetic appreciation
Learning about Merce Cunningham and American dance innovation, understanding historical context of chance-based art
Cooperation and communication in partnership work, giving and receiving constructive feedback, building confidence through performance
Move around perimeter during active work for full visibility, position centrally during whole-class instruction and demonstrations
Watch for quality of unison timing, creative exploration within safe parameters, positive partnership dynamics, and appropriate use of vocabulary
Step in when pairs struggle with cooperation, when movements become unsafe, or when students need support with timing or technique
Use clear, exaggerated movements for visibility, demonstrate both correct and incorrect examples for clarity, involve students in demonstrations when appropriate to maintain engagement
Minimum 8m x 10m clear dance space, suitable flooring for dance movement (not slippery)
Clean, even surface free from obstacles, appropriate for barefoot or soft-soled dance movement
Stop activity immediately if injury occurs, assess and provide appropriate first aid, have clear access to first aid kit and emergency contacts
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