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Lesson 2 - 1940s and 1950s Dance Movements

Exploring Social History Through Dance Movement and Expression

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Year 5

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Dance

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1h 15min

Big Question

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

Music Player

1 playlist

Position for clear sound across the hall

Alternative: Portable Bluetooth speaker, tablet with speakers

Markers Cones

4-8

Place at four corners of the dance space

Alternative: Coloured bibs, signs, tape marks on floor

Feedback forms

1 per pair

Pre-prepared with '2 stars and a wish' template

Alternative: Whiteboard and pen, verbal feedback only

Key Vocabulary

Motif

A short movement sequence that can be repeated and developed

Levels

High, medium and low positions of the body in space

Pathways

The route or pattern your body makes when moving through space

Mirror Image

Copying your partner's movements as if you are their reflection

Hand Jive

A dance style from the 1950s involving rhythmic hand and arm movements

Rock and Roll

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

Students can perform the basic 40s/50s motif accurately

Students demonstrate clear level and direction changes

Students can provide constructive peer feedback

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