Lesson 2 - 1940s and 1950s Dance Movements
Exploring Social History Through Dance Movement and Expression
•Year 5
•Dance
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How can we use our bodies to express the energy and spirit of 1940s and 1950s dance styles?
Learning Objectives
- To understand and perform dance movements from the 1940s and 1950s era
- To creatively change static actions into travelling movements
- To demonstrate different levels, pathways and directions when travelling
Key Outcomes
- Students will develop a 32-count pairs 1940s/50s section to add to last week's motif
- Students will show creative interpretation of era-specific movements
- Students will demonstrate control of levels, directions and pathways in dance
Equipment & Resources Required
Position for clear sound across the hall
Alternative: Portable Bluetooth speaker, tablet with speakers
Place at four corners of the dance space
Alternative: Coloured bibs, signs, tape marks on floor
Pre-prepared with '2 stars and a wish' template
Alternative: Whiteboard and pen, verbal feedback only
Key Vocabulary
A short movement sequence that can be repeated and developed
High, medium and low positions of the body in space
The route or pattern your body makes when moving through space
Copying your partner's movements as if you are their reflection
A dance style from the 1950s involving rhythmic hand and arm movements
An energetic dance style that developed in the 1950s
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, running, skipping)
- Understanding of high, medium and low levels
- Experience working with partners
- Previous week's 1920s/30s motif
Current Skills
- 1940s/50s era-specific movements
- Creative interpretation of dance motifs
- Changing levels and directions whilst travelling
- Partner choreography and mirror work
Next Steps
- Combining multiple era motifs into longer sequences
- Performance skills and audience awareness
- Creating original choreography with historical influence
Milestone Indicators
Key Teaching Points
- Emphasise the energetic, social nature of 1940s and 1950s dance
- Connect movements to historical context and social dancing traditions
- Focus on creative development rather than perfect technical execution
- Encourage positive collaboration and constructive peer feedback
- Build confidence through supportive performance opportunities
- Maintain clear progression from simple motifs to creative interpretation
- Use levels, directions and pathways as tools for creative expression
Common Misconceptions
- That 1940s/50s dance was only about fast movements - explain the social and expressive elements
- That creative development means completely changing the motif - emphasise adaptation and enhancement
- That mirror work means exactly copying - explain creative interpretation and response
- That performance must be perfect - focus on expression, creativity and enjoyment
- That historical dance is old-fashioned and irrelevant - connect to modern dance evolution
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, regular refocusing cues, leadership opportunities, energetic movement outlets
dyspraxia
- Simplified movement patterns, extra practice time, visual/verbal cues combined, step-by-step breakdown cards, peer support systems
autism spectrum
- Clear routine structure, visual sequence cards, quiet space available, consistent partner arrangements, predictable activity flow
visual impairment
- Use audio cues for timing and movement, describe movements clearly, buddy system for spatial orientation, tactile feedback for positioning
hearing impairment
- Visual demonstrations, visual rhythm cards, sign language for key vocabulary, vibration cues for music timing
physical disability
- Seated versions of movements, adapted arm-only sequences, modified level changes using equipment, alternative participation roles
Cross-Curricular Links
History
Learning about social and cultural aspects of 1940s and 1950s, understanding how dance reflects historical periods and social changes
Music
Understanding rhythm, tempo and musical structure, responding to different musical styles from historical periods
PSHE
Working collaboratively, giving and receiving constructive feedback, building confidence and self-expression
Teacher Guidance
Positioning
Move around the space during partner work, central position for whole-class instruction, clear visibility lines during performances
Observation Focus
Look for creative interpretation, safe movement technique, positive collaboration, and historical understanding
Intervention Points
Support struggling partnerships, correct unsafe technique, facilitate inclusive group formation, provide creative inspiration when needed
Demonstration Notes
Use exaggerated movements for visibility, maintain era-appropriate style and energy, model positive collaboration and feedback
Verbal Cues
- •'Show me that 1940s energy!'
- •'Let the music guide your movements'
- •'Make each level change clear and controlled'
- •'Dance like you're at a 1950s sock hop!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles, suitable floor for dance movements
Surface Check
Non-slip surface, dry and even, suitable for jumping and kicking movements
Equipment Safety
Safety Checks
- •Check music equipment is positioned safely away from movement area
- •Ensure corner markers are soft and safely positioned
- •Verify feedback cards/materials don't create trip hazards
Risk Management
Key Risks
- •Collisions during travelling warm-up
- •Overextension during kicks
- •Falls during jumps and level changes
- •Muscle strain from energetic movements
Risk Mitigation
- •Clear movement boundaries established during warm-up
- •Adequate spacing maintained between pairs during creative work
- •Progressive skill building from simple to complex movements
- •Emphasis on controlled movements rather than maximum height/speed
- •Proper warm-up and cool-down procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during partner work
- •Monitor high-energy sections for fatigue and technique
- •Ensure safe landing technique during jump sequences
- •Watch for appropriate partner interactions and inclusive behaviour
Emergency Procedures
Stop activity immediately for any injury, assess situation, provide appropriate first aid or support, complete incident reporting as required