Lesson 5 - Group Choreography and Performance
Exploring Social History Through Dance Movement and Expression
•Year 5
•Dance
•Start Planning Better PE Lessons
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How can we collaborate effectively to create a dynamic dance performance that tells the story of different musical eras?
Learning Objectives
- To work collaboratively in groups to develop choreographed sequences
- To effectively use chance choreography techniques in dance creation
- To incorporate formation changes, dynamics, canon, unison, direction and level into group performances
Key Outcomes
- Students will create a polished 32-64 count group dance sequence using advanced choreographic techniques
- Students will demonstrate effective communication and collaboration skills within their dance groups
- Students will perform a complete dance piece that showcases different elements of dance composition
Equipment & Resources Required
Position centrally for even sound distribution across dance space
Alternative: Portable speaker with smartphone connection
Queue up tracks in lesson order, test volume levels before lesson
Alternative: Other high-energy music suitable for dance improvisation
Ensure sufficient memory and battery for filming final performances
Alternative: Camera with video function
Use to define performance area boundaries and group spaces
Alternative: Bean bags, hoops, or chalk marks
Pre-prepared with '2 stars and a wish' template
Alternative: Notebooks or tablet for digital recording
For displaying learning objectives and key vocabulary
Alternative: Flip chart paper and felt tips
Key Vocabulary
A choreographic technique where dancers perform the same movement sequence but start at different times, creating a layered effect
When all dancers perform exactly the same movements at exactly the same time
The spatial arrangement of dancers on the performance area
The quality of movement including speed, force, and flow (sharp, smooth, sudden, sustained)
A method of creating dances where some elements are determined by random selection or improvisation
A short movement phrase that forms the basis of a dance and can be repeated, developed or varied
The connecting movements that link different sections or phrases in a dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic dance movements with rhythm and coordination
- Students understand fundamental dance vocabulary (levels, directions, dynamics)
- Students have experience working in pairs and small groups
- Students can create simple movement sequences
Current Skills
- Working collaboratively to develop complex choreographed sequences
- Using chance choreography techniques to create varied movement patterns
- Incorporating advanced dance elements (canon, unison, formation changes)
- Communicating effectively within creative groups
Next Steps
- Creating original choreography inspired by different historical periods
- Developing performance confidence for larger audiences
- Teaching dance skills to younger students as peer mentors
- Exploring dance as cultural expression and communication
Milestone Indicators
Key Teaching Points
- Group collaboration is essential - ensure all students contribute ideas to choreography development
- Chance choreography removes pressure and often creates more interesting movement combinations
- All six dance elements (formation, dynamics, canon, unison, direction, level) must be clearly visible in group work
- Smooth transitions between performance sections are as important as the sections themselves
- Performance confidence comes from thorough practice and supportive group dynamics
- Self-reflection using '2 stars and a wish' develops important evaluation and target-setting skills
- Video recording provides valuable opportunity for students to observe and improve their own work
Common Misconceptions
- That chance choreography means random, uncontrolled movement - it's actually structured randomness that guides creative choices
- That all students must do identical movements in unison sections - small individual variations within the same basic movement are acceptable
- That louder, bigger movements are always better in performance - sometimes subtle, controlled movements have greater impact
- That making mistakes in performance is failure - resilience and continuing with confidence is more important than perfection
- That group work means one person leads and others follow - effective collaboration requires everyone to contribute ideas and make decisions together
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks between planning sessions, use clear signals for attention, offer leadership roles to channel energy positively
dyspraxia
- Provide extra practice time for movement sequences, break down complex movements into simpler steps, offer peer support for spatial awareness, focus on effort over precision
autism spectrum
- Provide clear structure and routine, use visual schedules showing lesson progression, offer quiet space option if overwhelmed by group dynamics, prepare students for video recording in advance
visual impairment
- Use verbal descriptions of formations and spatial arrangements, provide physical guidance for positioning, utilise high-contrast floor markers for boundaries
hearing impairment
- Use visual cues and demonstrations, provide written instructions for choreography elements, ensure student can see teacher clearly during all instructions
physical disability
- Adapt movements to seated or supported positions, modify formation requirements to accommodate mobility aids, focus on upper body or achievable movement patterns
Cross-Curricular Links
English
Communication skills in group discussions, vocabulary development through dance terminology, verbal reflection and evaluation skills
Maths
Counting beats in 32-64 count sequences, spatial awareness in formation patterns, timing and sequencing in transitions
Art
Creative composition through movement, understanding of visual impact in formations, aesthetic awareness in choreographic choices
Computing
Using technology for performance recording, understanding digital media for self-evaluation, planning and documenting creative processes
Drama
Performance skills, expression, storytelling through movement, confidence building through group presentation
Music
Understanding rhythm, beat, and musical structure through choreographed sequences, listening skills during chance choreography activities
PSHE
Teamwork and collaboration skills, building confidence through performance, accepting and giving constructive feedback, resilience when facing creative challenges
Teacher Guidance
Positioning
Circulate continuously during group work, position centrally for demonstrations, ensure visibility of all students during performance sections
Observation Focus
Monitor group collaboration dynamics, watch for inclusion of all required dance elements, observe individual student engagement and confidence levels
Intervention Points
Step in if group dynamics become unproductive, provide additional support for groups struggling with choreographic elements, address any safety concerns immediately
Demonstration Notes
Use clear, exaggerated movements when showing dance elements, involve students in demonstrations when possible, model positive group collaboration behaviours, show enthusiasm for creative process throughout lesson
Verbal Cues
- •'Show me those formation changes!'
- •'I can see canon happening in this group!'
- •'Remember to use different levels!'
- •'Keep that energy up for the performance!'
- •'Work together - everyone's ideas matter!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space minimum 10m x 10m for group formations and safe transitions between activities
Surface Check
Non-slip dance/hall floor, clean and dry surface, free from obstacles or hazards
Equipment Safety
Safety Checks
- •Sound system positioned safely away from dance area with secure cable management
- •Recording device secured in stable position with clear sight lines
- •Boundary markers placed safely to avoid tripping hazards
Risk Management
Key Risks
- •Collisions during formation changes and transitions
- •Over-exertion during energetic performance sections
- •Trips or falls during dynamic movement sequences
- •Emotional stress from group dynamics or performance pressure
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Practiced transitions to avoid collisions during formation changes
- •Regular monitoring of student energy levels with rest breaks as needed
- •Supportive atmosphere established to reduce performance anxiety
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for maximum visibility of all groups during independent work
- •Active circulation during group work to monitor collaboration and safety
- •Clear sight lines maintained during performance recording
- •Immediate support available for students experiencing difficulty
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if necessary, have alternative calm activity ready if lesson must be modified