Lesson 1 - Dance Through The Ages - 1920s/30s Introduction
Exploring Social History Through Dance Movement and Expression
•Year 5
•Dance
•Start Planning Better PE Lessons
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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
Position for clear sound throughout hall
Alternative: Tablet/phone with external speaker
Place one set in each corner of room for warm-up activity
Alternative: Printed images, tablet displays, projector slides
Positioned where all students can see for mind mapping
Alternative: Large paper sheets, interactive board
Different colours for mind map categories
Alternative: Coloured chalks, interactive board pens
Key Vocabulary
A repeated movement pattern or dance phrase that forms the basis of a routine
A lively dance popular in the 1920s featuring distinctive step-tap movements
When all dancers perform the same movements at exactly the same time
A particular period in history with distinctive characteristics
The ability to move different parts of the body smoothly and efficiently together
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
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