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Lesson 5 - Group Choreography and Performance

Exploring Social History Through Dance Movement and Expression

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Year 5

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Dance

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Big Question

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

Tunnel Systems

Position centrally for even sound distribution across dance space

Alternative: Portable speaker with smartphone connection

Music Tracks

Pre-prepared playlist

Queue up tracks in lesson order, test volume levels before lesson

Alternative: Other high-energy music suitable for dance improvisation

Video Device

Ensure sufficient memory and battery for filming final performances

Alternative: Camera with video function

Cones

8-12

Use to define performance area boundaries and group spaces

Alternative: Bean bags, hoops, or chalk marks

Clipboards

1 per group (6-8)

Pre-prepared with '2 stars and a wish' template

Alternative: Notebooks or tablet for digital recording

Sun Markers

1 set

For displaying learning objectives and key vocabulary

Alternative: Flip chart paper and felt tips

Key Vocabulary

Canon

A choreographic technique where dancers perform the same movement sequence but start at different times, creating a layered effect

Unison

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

Formation

The spatial arrangement of dancers on the performance area

Dynamics

The quality of movement including speed, force, and flow (sharp, smooth, sudden, sustained)

Chance Choreography

A method of creating dances where some elements are determined by random selection or improvisation

Motif

A short movement phrase that forms the basis of a dance and can be repeated, developed or varied

Transition

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

Students confidently lead group discussions about choreographic choices

Groups create seamless transitions between different dance sections

Students demonstrate technical accuracy while maintaining creative expression

Groups perform with unified timing and clear formation patterns

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