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Lesson 3 - 60's and 70's Dance Era Motifs

Exploring Social History Through Dance Movement and Expression

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Year 5

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Dance

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45 min

Big Question

How can we use our bodies to tell the story of different decades through dance?

Learning Objectives

To understand and perform characteristic dance movements from the 1960's and 1970's era
To incorporate level changes and different directions into dance sequences
To develop effective partner communication and collaboration skills

Key Outcomes

Students will perform a 32-count dance sequence incorporating 60's/70's dance movements
Students will demonstrate use of different levels, directions and pathways in their choreography
Students will combine their new sequence with previously learned 40's/50's movements

Equipment & Resources Required

Tunnel Systems

Position centrally for even sound distribution

Alternative: Portable speaker with phone/tablet

60's/70's Era Music Playlist

Prepare tracks in advance, ensure appropriate volume

Alternative: Jive Bunny Mega Mix, individual decade tracks

Markers Cones

Place one in each corner of the dance space

Alternative: Coloured bibs, hula hoops, chalk marks

Visual Aids

4 sets

Display images representing 40's, 50's, 60's, 70's in corners

Alternative: Hand-drawn signs, printed images

Key Vocabulary

Motif

A distinctive and recurring movement pattern or theme in dance

Level

The height at which movements are performed - high, middle, or low

Direction

The pathway or orientation of movement through space

Mirror Image

When partners perform the same movements as if looking in a mirror

Pathway

The route or pattern traced by a dancer moving through space

Era

A distinct period in history with characteristic styles and culture

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Week 1 individual motif from earlier in unit
40's/50's pairs dance sequence from previous lesson
Basic understanding of rhythm and timing

Current Skills

60's/70's era dance movements (Swim, Mashed Potato, Hitch Hike, Saturday Night Fever)
Using levels, directions and pathways creatively
Partner communication and mirroring techniques
Combining multiple dance sequences

Next Steps

80's/90's dance era movements
Creating original choreography
Group performance skills
Advanced partner and group work

Milestone Indicators

Demonstrates clear distinction between different era dance styles

Shows confident use of space and levels

Maintains timing and rhythm throughout extended sequences

Provides meaningful feedback to peers

Key Teaching Points

Emphasise the fun, expressive nature of 60's/70's dance culture throughout
Ensure accurate mirroring technique - opposite hands mirror each other
Look for genuine level changes that create visual impact, not just slight variations
Maintain the characteristic style of each movement while adding creative elements
Promote constructive peer feedback using specific dance vocabulary
Build confidence through supportive performance opportunities
Connect historical context to movement characteristics and cultural expression

Common Misconceptions

Mirroring means copying exactly the same movements (correction: mirror image uses opposite sides)
Level changes just mean bending knees slightly (correction: dramatic high/middle/low differences)
60's/70's dance should look modern (correction: maintain era-appropriate styling and attitude)
Feedback should focus on what went wrong (correction: 2 stars and a wish format emphasises positives first)
All movements must be performed identically (correction: encourage personal style within structure)

SEN Adaptations

ADHD

Regular movement breaks built into instruction, clear short-term goals, frequent positive feedback and encouragement

dyspraxia

Break movements into smaller components, additional practice time, focus on coordination development at individual pace

autism spectrum

Clear structure with predictable routines, visual schedules for sequence order, quiet spaces available if needed

visual impairment

Use tactile cues for partner positioning, verbal descriptions of all movements, buddy system for spatial awareness

hearing impairment

Visual demonstrations with clear sight lines, vibration cues for rhythm, visual signals for transitions

physical disability

Adapt movements for seated performance, modify arm gestures for limited mobility, focus on achievable level changes

Cross-Curricular Links

English

Vocabulary development with era-specific terminology, communication skills through peer feedback and partner cooperation

Art

Visual representation of movement, understanding artistic expression through body movement, creative interpretation

History

Understanding social and cultural contexts of different decades, how dance reflects historical periods and social attitudes

Music

Rhythm, tempo, and musical styles of different eras, listening skills for tempo changes and musical cues

PSHE

Building confidence through performance, developing empathy through constructive feedback, cooperation and partnership skills

Teacher Guidance

Positioning

Move around perimeter to observe all pairs during partner work, central position for whole-class instruction

Observation Focus

Watch for accurate mirroring, creative use of space, positive peer interactions, and individual progress

Intervention Points

Step in if pairs struggling with cooperation, movements becoming unsafe, or feedback becoming inappropriate

Demonstration Notes

Demonstrate: All movements with exaggerated styling and energy, clear mirroring techniques, specific feedback examples

Verbal Cues

•'Mirror image - opposite hands!'
•'Make those level changes really dramatic!'
•'Keep that disco attitude!'
•'Smooth transitions between moves!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clear of obstacles for partner work and extended arm movements

Surface Check

Non-slip surface essential for twisting movements, check for any wet patches or debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner markers secured and visible
•Appropriate music volume for instruction and safety

Risk Management

Key Risks

•Collisions during partner mirroring work
•Slips during twisting foot movements
•Extended arm movements in close proximity
•Overexertion during extended sequences

Risk Mitigation

•Clear spacing guidelines for pair work
•Emphasis on controlled movements throughout
•Regular checks for surface hazards
•Progressive building of sequence length
•Clear boundaries for performance areas

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during pair work
•Monitor closely during feedback sessions for appropriate behaviour
•Watch for signs of fatigue during longer sequences

Emergency Procedures

Stop activity immediately, assess any injury, provide first aid as needed, clear space for emergency access