Lesson 3 - 60's and 70's Dance Era Motifs
Exploring Social History Through Dance Movement and Expression
•Year 5
•Dance
•Start Planning Better PE Lessons
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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
Position centrally for even sound distribution
Alternative: Portable speaker with phone/tablet
Prepare tracks in advance, ensure appropriate volume
Alternative: Jive Bunny Mega Mix, individual decade tracks
Place one in each corner of the dance space
Alternative: Coloured bibs, hula hoops, chalk marks
Display images representing 40's, 50's, 60's, 70's in corners
Alternative: Hand-drawn signs, printed images
Key Vocabulary
A distinctive and recurring movement pattern or theme in dance
The height at which movements are performed - high, middle, or low
The pathway or orientation of movement through space
When partners perform the same movements as if looking in a mirror
The route or pattern traced by a dancer moving through space
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
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