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Lesson 6 - Rock 'n' Roll Movement

Chance to Choreography Exploration

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Year 5

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Dance

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1h 25min

Big Question

How can we use dynamics and timing to capture the spirit and energy of 1950s Rock 'n' Roll dance?

Learning Objectives

To use dynamics effectively when performing Rock 'n' Roll dance movements
To copy and repeat movements in the authentic style of Rock 'n' Roll
To work cooperatively in pairs and groups to create and perform choreography

Key Outcomes

Students will demonstrate Rock 'n' Roll steps with appropriate dynamics and timing
Students will create group choreography incorporating traditional Rock 'n' Roll elements
Students will provide constructive feedback using dance terminology

Equipment & Resources Required

Rock 'n' Roll Music Tracks

4-5 songs

Audio system positioned for whole hall coverage

Alternative: 1950s style music, upbeat pop music with clear beat

Video Resources

1 video file

Screen visible to all students for reference

Alternative: Printed sequence cards, teacher demonstration

Science Videos

1 video file

Available for replay during practice sessions

Alternative: Teacher demonstration, step cards

Beats Audio

1 track

Medium volume for movement warm-up

Alternative: Any rhythmic music with clear beat

Key Vocabulary

Dynamics

The energy, force and quality of movement - how a movement is performed

Motif

A short sequence of movements that can be repeated or developed

Canon

When dancers perform the same movement but at different times

Unison

When all dancers perform movements at exactly the same time

Formation

The shape or pattern that dancers make in the space

Heel-toe

A bouncy travelling step placing heel down then toe in Rock 'n' Roll style

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, skipping, jumping)
Understanding of rhythm and counting beats
Experience working with partners in dance

Current Skills

Rock 'n' Roll specific steps (heel-toe, jump-kick)
Hand jive sequence and partner interactions
Group choreography with formation changes

Next Steps

More complex partner lifts and spins
Extended choreographic compositions
Performance confidence and stage presence

Milestone Indicators

Demonstrates consistent rhythm and timing

Shows appropriate Rock 'n' Roll dynamics naturally

Works effectively in group choreography

Key Teaching Points

Emphasise bouncy, energetic dynamics throughout all Rock 'n' Roll movements
Maintain clear counting and timing to help students stay together
Encourage big, exaggerated movements and facial expressions for authenticity
Focus on smooth transitions between different dance elements
Promote creative interpretation within the traditional framework
Use dance terminology consistently to build vocabulary
Create supportive performance atmosphere for group presentations

Common Misconceptions

Rock 'n' Roll dance is only fast - explain it has rhythm and control within the energy
Hand jive is random hand movements - emphasise it's a specific, repeated sequence
Group work means everyone does exactly the same thing - explain canon, unison and formation variety
Louder music means better performance - focus on technique and expression over volume
Historical dances are old-fashioned and boring - connect to modern energy and fun

SEN Adaptations

ADHD

Frequent movement breaks built into lesson, clear boundaries for working area, specific roles in group work

dyspraxia

Slower demonstration pace, additional practice time for sequences, simplified choreography options available

autism spectrum

Clear sequence structure provided visually, predictable routine with advance warning of changes, quiet space available if needed

visual impairment

Clear verbal descriptions of all movements, partner support for spatial orientation, use of tactile cues for timing

hearing impairment

Visual demonstrations emphasised, visual cues for beat and rhythm, vibration from music for timing

physical disability

Seated versions of hand jive, modified travelling using available movement, adapted formation roles

Cross-Curricular Links

English

Vocabulary development with dance terminology, descriptive language for movement evaluation

Maths

Counting beats in sets of 8 and 16, patterns in sequences, formation geometry

History

1950s American culture, social changes, dance hall culture and youth movements

Music

Rock 'n' Roll musical characteristics, rhythm and beat, tempo and dynamics in music

PSHE

Cooperation and teamwork, confidence building through performance, respecting diverse contributions

Teacher Guidance

Positioning

Central position during instruction, mobile during group work for individual support

Observation Focus

Watch for correct technique, group cooperation, and maintenance of Rock 'n' Roll dynamics

Intervention Points

Step in if students struggling with sequence, groups not cooperating, or safety concerns arise

Demonstration Notes

Always demonstrate with exaggerated dynamics to show authentic style clearly. Use counts and rhythm to help timing.

Verbal Cues

•'Bouncy and light!'
•'Big Rock 'n' Roll energy!'
•'Count with the music!'
•'Watch your partner for timing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio minimum 10m x 15m, clear of obstacles and furniture

Surface Check

Clean, dry, non-slip surface suitable for jumping and travelling movements

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume at appropriate level for instruction and music
•All cables secured and not creating trip hazards

Risk Management

Key Risks

•Collisions during travelling movements
•Hard landings from jump-kick actions
•Over-exertion during energetic activity
•Slips from quick direction changes

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between students during all activities
•Proper warm-up before energetic movements
•Emphasis on controlled landings and movements
•Regular hydration breaks if needed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during travelling activities
•Move between groups during creation time
•Monitor individual students for fatigue or difficulty

Emergency Procedures

Stop activity immediately, assess situation, provide first aid support if required, contact office if serious