🎵

Lesson 1 - Dance Through The Ages - 1920s/30s Introduction

Exploring Social History Through Dance Movement and Expression

•

Year 5

•

Dance

•

45 min

Big Question

How can we tell the story of the past through movement and dance?

Learning Objectives

To develop a 48-64 count motif based on 1920s/30s dance styles
To demonstrate agility, balance, coordination and precision in dance movements
To understand how different eras influenced dance styles and movements

Key Outcomes

Students will perform a Charleston-inspired motif with accurate timing
Students will demonstrate improved coordination through era-specific movements
Students will make connections between historical periods and dance styles

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Tablet/phone with external speaker

Era Posters

4-6 sets

Place one set in each corner of room for warm-up activity

Alternative: Printed images, tablet displays, projector slides

Whiteboards

Positioned where all students can see for mind mapping

Alternative: Large paper sheets, interactive board

Markers

3-4

Different colours for mind map categories

Alternative: Coloured chalks, interactive board pens

Key Vocabulary

Motif

A repeated movement pattern or dance phrase that forms the basis of a routine

Charleston

A lively dance popular in the 1920s featuring distinctive step-tap movements

Unison

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

Era

A particular period in history with distinctive characteristics

Coordination

The ability to move different parts of the body smoothly and efficiently together

Count

The rhythmic beat or pulse that dancers use to time their movements

Skill Progression Pathway

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

Prior Learning

Basic dance movements and rhythmic awareness
Understanding of coordination and balance
Experience working in unison with music

Current Skills

Charleston step patterns and arm movements
Historical dance style recognition
Extended motif development and performance

Next Steps

Complex partner Charleston routines
Dance styles from other historical periods
Choreographing original era-inspired sequences

Milestone Indicators

Consistent Charleston step pattern execution

Accurate timing maintained for 48+ counts

Confident performance in front of audience

Key Teaching Points

Charleston step pattern requires clear weight transfer - step, tap, step, tap
Timing is crucial - students must listen to music and count together
Coordination develops gradually - combine movements only when individual elements are secure
Performance confidence grows through supportive audience atmosphere
Historical context enriches understanding - connect dance to era characteristics
Unison performance requires individual mastery plus group awareness
Energy and enthusiasm are as important as technical accuracy

Common Misconceptions

Misconception: 'Charleston is just stepping and kicking randomly' - Correction: Emphasise the specific step-tap pattern and structured counts
Misconception: 'Historical dances are boring or old-fashioned' - Correction: Show connections to modern dance and emphasise the fun, energetic nature
Misconception: 'I need to be perfect before performing' - Correction: Focus on effort, improvement, and group participation over individual perfection
Misconception: 'Dance is only for girls' - Correction: Show examples of male Charleston dancers and emphasise dance as athletic and cultural expression
Misconception: 'If I can't do it immediately, I'm not a dancer' - Correction: Emphasise learning process, celebrate small improvements, show that coordination develops with practice

SEN Adaptations

ADHD

Frequent movement breaks built into lesson structure, clear physical boundaries for activities, regular refocusing opportunities

dyspraxia

Slower movement introduction, simplified step patterns initially, extra practice time for coordination development

autism spectrum

Clear routine structure with visual schedule, quiet space available for breaks, predictable lesson format with advance warning of changes

visual impairment

Verbal description of all movements, tactile guidance for Charleston steps, buddy system for spatial awareness during turning walks

hearing impairment

Visual demonstration of all movements, hand signals for timing, vibrating surface or visual metronome for rhythm

physical disability

Seated Charleston variations, upper body focus for limited mobility, adapted movements using available range of motion

Cross-Curricular Links

English

Vocabulary development related to dance and historical eras, descriptive language for movement and performance

Art

Visual understanding of era-specific costume and design elements, creating dance-era mood boards or timelines

History

Learning about 1920s-2000s social and cultural changes through dance evolution, understanding how historical events influenced popular culture

Music

Understanding rhythm, beat, and musical structure through dance, exploring different musical styles from various decades

PSHE

Building confidence through performance, developing teamwork and peer support skills, celebrating cultural diversity

Teacher Guidance

Positioning

Move around the space to provide individual feedback while maintaining overview of all students

Observation Focus

Watch for coordination development, timing accuracy, and enthusiastic participation

Intervention Points

Step in to support struggling students with movement patterns or provide extension challenges

Demonstration Notes

Demonstrate: Exaggerate movements for clarity, maintain energy and enthusiasm, count aloud with music, show both correct technique and common mistakes to avoid

Verbal Cues

•'Step, tap, step, tap - feel the Charleston rhythm!'
•'Flat palms waving hello to the 1920s!'
•'Knees open, hands on knees, now close and cross!'
•'Kick high, arms reach up to the sky!'
•'Listen to the music, move as one!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for turning and kicking movements

Surface Check

Non-slip floor surface, free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Era pictures securely attached in corners
•No sharp edges or projecting equipment in dance space

Risk Management

Key Risks

•Collisions during turning walks and corner activities
•Falls during Charleston kicks and dynamic movements
•Overexertion during extended routine practice

Risk Mitigation

•Clear spacing guidelines established before movement activities
•Progressive skill building from simple to complex movements
•Regular breathing and rest opportunities built into lesson
•Appropriate footwear checks before starting

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during turning walks
•Monitor individual students for signs of fatigue or difficulty
•Be alert during corner running activity for safe movement

Emergency Procedures

Stop music immediately, assess any injuries, provide appropriate first aid, clear space for emergency access if needed