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Lesson 8 - Dance Patterns & Choreography

Chance to Choreography Exploration

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Year 5

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Dance

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Big Question

How can we combine traditional Rock 'n' Roll dance steps with our own creative movements to tell a story through dance?

Learning Objectives

To work collaboratively with a partner and a group to create a dance in the style of Rock 'n' Roll
To adapt and refine the way we use actions, dynamics and relationships in dance
To perform different styles of dance clearly and fluently

Key Outcomes

Students will master two fundamental Rock 'n' Roll step patterns with correct timing
Students will create and perform a collaborative group dance incorporating learnt steps
Students will provide constructive feedback using dance terminology

Equipment & Resources Required

Track

1 track

Audio system with clear sound for whole class

Alternative: Any upbeat 4/4 time music suitable for Rock 'n' Roll

Science Videos

1 video resource

Screen/projector visible to all students

Alternative: Teacher demonstration or printed step diagrams

Markers

To mark starting positions for groups of four

Alternative: Cones or chalk marks

Key Vocabulary

Box Step

A fundamental dance step creating a square pattern on the floor

Step Kick

A Rock 'n' Roll move involving a step forward followed by a kick with the opposite foot

Dynamics

The energy and force used in dance movements

Formation

The arrangement and positioning of dancers in space

Choreography

The planned sequence of dance movements and patterns

Transition

Smooth movement from one dance position or step to another

Skill Progression Pathway

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

Prior Learning

Basic dance movements and rhythmic awareness
Experience working in pairs and small groups
Understanding of simple dance terminology

Current Skills

Rock 'n' Roll step patterns including Box Step and Step Kick
Partner and group choreography creation
Performance skills with Rock 'n' Roll style

Next Steps

More complex partner dance styles
Advanced choreographic devices and formations
Historical and cultural context of different dance styles

Milestone Indicators

Maintains 8-count timing consistently

Demonstrates clear Rock 'n' Roll characteristics

Shows smooth partner transitions

Key Teaching Points

Box Step creates a clear square pattern - emphasise completing the full shape
Step Kick requires opposite foot coordination - practice slowly before adding music
Rock 'n' Roll style is characterised by energy, attitude and sharp dynamics
Partner changes must be smooth and integrated, not interrupting the dance flow
Timing is crucial - all group members must stay together with the music
Feedback should use dance terminology and focus on specific observable elements
Performance confidence grows through practice and positive encouragement

Common Misconceptions

Box Steps don't need to create an actual square shape - emphasise geometric precision
Step Kicks can use the same foot - reinforce opposite foot coordination
Rock 'n' Roll is just fast movement - teach about style, not just speed
Partner changes can happen anytime - teach integration with musical phrasing
All movements should be the same energy level - emphasise dynamic contrast
Feedback is about being nice rather than helpful - teach constructive specificity

SEN Adaptations

ADHD

Short, focused activities with variety, clear physical boundaries for groups, regular movement breaks

dyspraxia

Slower step teaching pace, simplified patterns initially, visual markers for foot placement

autism spectrum

Clear structure and routine, visual schedules for lesson sections, quiet space available if needed

visual impairment

Use verbal descriptions of step patterns, tactile guidance for foot placement, buddy system for spatial awareness

hearing impairment

Visual demonstration emphasis, vibrotactile cues for beat, written step sequences, visual music representation

physical disability

Adapted step patterns for limited mobility, seated versions of arm movements, focus on upper body styling

Cross-Curricular Links

English

Descriptive vocabulary for dance critique, using specific terminology for feedback

Maths

Counting in 8s for step patterns, spatial awareness and geometric patterns in formations

Art

Visual aspects of performance, costume and styling in Rock 'n' Roll era

Geography

Origins of Rock 'n' Roll in America, spread of cultural movements globally

History

1950s Rock 'n' Roll culture and its social impact, dance as cultural expression

Music

Understanding rhythm, beat and tempo in Rock 'n' Roll music, exploring 4/4 time signatures

Teacher Guidance

Positioning

Move actively between groups during choreography work, central position for whole-class instruction and demonstrations

Observation Focus

Monitor step accuracy, timing with music, group cooperation, and safety during partner changes

Intervention Points

Support groups struggling with timing, assist with partner change safety, encourage reluctant performers

Demonstration Notes

Use clear, exaggerated movements for step teaching, demonstrate style and energy throughout, show both successful and improved versions of techniques

Verbal Cues

•'Sharp clicks on the beat!'
•'Complete the square with your feet!'
•'Rock 'n' Roll energy - show me that attitude!'
•'Smooth partner changes, make them part of the dance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m, suitable for groups of 4 working simultaneously

Surface Check

Clean, non-slip surface free from obstacles, suitable for dance movements including kicks

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume at appropriate level for instruction and music
•All cables secured and out of walkways

Risk Management

Key Risks

•Collisions during group work and partner changes
•Loss of balance during kicks and step patterns
•Slips during dynamic movements

Risk Mitigation

•Clear boundaries established for each group's working space
•Controlled kick heights to maintain balance
•Progressive skill building from slow to music tempo
•Supervised partner changes with safety awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during choreography work
•Move between groups during practice to monitor safety
•Maintain clear sightlines during performances

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school emergency procedures if needed