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Lesson 4 - Chance Choreography and Group Formation

Cultural Expression Through Haka-Inspired Dance

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Year 5

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Dance

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Big Question

How can we use chance and collaboration to create powerful Haka-inspired dance sequences?

Learning Objectives

To work collaboratively in small groups to create cohesive dance sequences
To effectively use chance choreography techniques to generate movement ideas
To incorporate choreographic devices including formation, dynamics, canon, unison, direction and level changes

Key Outcomes

Students will create a 20-second group dance sequence using chance choreography methods
Students will demonstrate effective communication and cooperation within their groups
Students will apply choreographic devices to enhance their performance quality

Equipment & Resources Required

Tunnel Systems

Pre-load Haka music tracks, test volume levels

Alternative: Portable speaker with phone/tablet connection

Worksheets

1 per group (6-8 sheets)

Prepare worksheets with numbered action and device lists

Alternative: Blank paper with teacher-drawn tables

Dice

1 per group (6-8 dice)

Check all dice have clear numbers and roll fairly

Alternative: Number cards 1-6, random number generator app

Pencils

1 per group (6-8 pencils)

Ensure pencils are sharp and ready for quick noting

Alternative: Pens, markers, or digital recording device

Sun Markers

1 set

Clean board, test marker visibility from back of room

Alternative: Flipchart paper, projected screen

Key Vocabulary

Chance Choreography

Using random methods like dice rolls to make creative decisions about movement

Canon

When dancers perform the same movement but start at different times, creating a wave effect

Formation

The arrangement and positioning of dancers in space

Dynamics

The energy, force and quality of movement - sharp, smooth, strong, gentle

Unison

When all dancers perform exactly the same movement at exactly the same time

Choreographic Devices

Tools and techniques used to create and structure dance sequences

Skill Progression Pathway

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

Prior Learning

Understanding of basic Haka movements and cultural context
Experience with simple choreographic devices
Ability to work in pairs and follow movement patterns

Current Skills

Using chance choreography to generate creative ideas
Working collaboratively in groups of 4-6 students
Applying multiple choreographic devices simultaneously

Next Steps

Creating longer, more complex group sequences
Adding narrative structure to dance pieces
Teaching sequences to other groups

Milestone Indicators

Groups can work independently with minimal teacher intervention

Students suggest and try multiple ideas before making decisions

Sequences show clear use of chosen choreographic devices

Key Teaching Points

Chance choreography enhances creativity by providing unexpected starting points
Strong group collaboration requires listening, compromise and shared decision-making
Choreographic devices transform simple actions into sophisticated dance sequences
Cultural sensitivity in Haka requires understanding of strength, pride and spiritual connection
Creative process involves experimentation, refinement and willingness to take artistic risks
Performance quality comes from full commitment and belief in the artistic choices made
Peer feedback should be specific, constructive and focused on technique rather than personal preference

Common Misconceptions

Chance choreography removes all creative control - actually it provides creative starting points requiring artistic decision-making
Haka is just about aggressive movements - it's actually about strength, pride, cultural identity and spiritual connection
Good choreography must be complex - simple movements with clear choreographic devices can be highly effective
Group work means everyone does exactly the same thing - effective groups use individual strengths within collaborative framework
Dance is only about movement - it also involves timing, spacing, dynamics and emotional expression
You need natural talent to create good dance - systematic approaches like chance choreography make dance creation accessible to all

SEN Adaptations

ADHD

Use shorter activity bursts with clear transitions, provide fidget tools during reflection time, allow movement during discussion

dyspraxia

Break down complex movements into smaller steps, provide extra practice time, use simplified choreographic devices initially

autism spectrum

Provide clear structure and routine, use visual schedule showing lesson phases, allow for sensory breaks if needed

visual impairment

Use tactile cues for formation changes, provide detailed verbal descriptions of choreographic devices, pair with sighted buddy for dice reading

hearing impairment

Use visual signals for music stops/starts, provide written instructions alongside verbal, demonstrate all movements clearly

physical disability

Adapt movements for seated performance, modify Haka actions for limited mobility, ensure dice and worksheets are accessible

Cross-Curricular Links

English

Creative writing connections through chance storytelling methods, vocabulary development with choreographic terminology

Maths

Probability concepts through dice rolling, timing sequences to exactly 20 seconds, counting beats and rhythm patterns

Science

Understanding how chance and randomness work in nature, exploring patterns and sequences

Art

Visual composition through formation design, understanding how chance methods are used in contemporary art

History

Understanding Maori culture and the historical significance of Haka in New Zealand society

PSHE

Collaboration skills, accepting random outcomes positively, celebrating diversity in creative expression

Teacher Guidance

Positioning

Move between central overview position and close group support as needed, ensuring visibility of all groups

Observation Focus

Watch for effective collaboration, creative risk-taking, and safe performance of vigourous movements

Intervention Points

Step in if groups are struggling with dice system, if collaboration breaks down, or if movements become unsafe

Demonstration Notes

Demonstrate chance choreography process step-by-step, show examples of combining actions with devices, model respectful audience behaviour

Verbal Cues

•'Strong and controlled!'
•'What does your device add to this action?'
•'How can you make this transition smoother?'
•'Show me the mana in your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio minimum 10m x 15m with clear floor space for 6-8 groups to work simultaneously

Surface Check

Ensure dance floor is clean, dry and free from obstacles; check for any slippery areas

Equipment Safety

Safety Checks

•Dice checked to ensure no sharp edges or cracks
•Pencils with safe tips, not overly sharp
•Music volume appropriate - loud enough to inspire but not damage hearing

Risk Management

Key Risks

•Collisions between groups during energetic Haka movements
•Overexertion during high-energy performance sections
•Slips or falls during dynamic movement combinations

Risk Mitigation

•Clear boundaries established between group working spaces
•Regular reminders about controlled, strong movement rather than reckless energy
•Adequate warm-up and cool-down to prevent muscle strain
•Teacher positioning to monitor all groups simultaneously

Supervision & Emergency Procedures

Supervision Points

•Position centrally during group work to observe all groups
•Move around periphery during performances to see all angles
•Watch for signs of overexertion or conflict within groups

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue safely under instruction