Lesson 5 - Collaborative Choreography and Performance
Expressing British Values Through Creative Dance and Choreography
•Year 5
•Dance
•Start Planning Better PE Lessons
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How can we work together to create a powerful dance performance that showcases our creative ideas and celebrates our British values?
Learning Objectives
- To work effectively in groups, demonstrating respect and tolerance for others' ideas
- To successfully apply chance choreography techniques in group composition
- To incorporate advanced dance elements including formation changes, dynamics, canon, unison, direction and level
Key Outcomes
- Students will demonstrate effective group collaboration and communication skills
- Students will create a cohesive 32-64 count dance sequence using chance choreography
- Students will perform a complete dance piece incorporating multiple choreographic devices
Equipment & Resources Required
Position for optimal sound coverage throughout dance space
Alternative: Portable bluetooth speaker, tablet with good speakers
Queue up specific tracks for different lesson sections
Alternative: 'A View to a Kill', '007 Theme', other suitable instrumental tracks
Position on tripod for stable recording if filming performances
Alternative: Tablet, smartphone, digital camera with video function
Used to define group spaces and formation positions
Alternative: Spots, bean bags, chalk for floor markings
Have ready for post-performance reflection activity
Alternative: Notebooks, mini whiteboards for self-assessment
Key Vocabulary
A choreographic device where movements are performed by different dancers at different times, creating an overlapping effect
All dancers performing the same movements at exactly the same time
The arrangement and positioning of dancers in space
The quality of movement - how force and energy are used (sharp, smooth, explosive, controlled)
A method of creating dance where elements are chosen randomly or by chance rather than planned
A short movement phrase that forms the basis of choreographic development
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of choreographic devices from previous lessons
- Experience working in pairs and small groups
- Knowledge of British values and their importance
Current Skills
- Advanced group collaboration and leadership skills
- Complex choreographic composition using chance methods
- Performance skills with multiple choreographic elements
Next Steps
- Independent choreographic creation
- Teaching choreography to others
- Evaluating and critiquing dance performances
Milestone Indicators
Key Teaching Points
- Emphasise that respectful collaboration and tolerance are central to both dance creation and British values
- Ensure all choreographic devices (canon, unison, formation, dynamics, direction, level) are clearly understood and applied
- Maintain James Bond character and theme throughout to provide coherent performance context
- Model and expect high standards of group communication including active listening and constructive suggestion-making
- Connect freeze frame ideas from warm-up to final positioning to demonstrate lesson continuity and planning
- Use chance choreography as a democratic tool that gives all students equal input into creative decisions
- Celebrate creative risk-taking and original interpretation while maintaining technical accuracy
Common Misconceptions
- That canon means everyone doing different movements (it's the same movement at different times)
- That formation changes need to be complex (simple, clear changes are often more effective)
- That chance choreography means random, unplanned movement (it's a structured creative method)
- That louder or bigger movements are always better (dynamics includes subtle and controlled qualities)
- That group work means everyone doing the same thing (effective collaboration involves different roles and contributions)
SEN Adaptations
ADHD
- Break choreographic development into shorter segments, provide movement breaks between discussion periods, use positive reinforcement for sustained group work
dyspraxia
- Simplify choreographic sequences while maintaining creative elements, provide extra practice time for coordination challenges, pair with supportive group members
autism spectrum
- Provide clear structure and routine for group work, use visual schedules for lesson progression, offer quiet space option if performance becomes overwhelming
visual impairment
- Use tactile cues for formation changes, provide verbal descriptions of choreographic devices, assign buddy support for spatial orientation during group work
hearing impairment
- Use visual signals for music cues and transitions, provide written choreographic instruction cards, ensure clear sight lines to teacher demonstrations
physical disability
- Adapt movements to seated or supported positions as appropriate, modify formation changes to accommodate mobility aids, focus on upper body or achievable movement patterns
Cross-Curricular Links
English
Vocabulary development through choreographic terminology, communication and discussion skills
Maths
Counting beats and phrases, understanding patterns and sequences in choreographic structure
Music
Understanding musical structure, timing and rhythm in relation to choreographic phrasing
PSHE
British values education through tolerance, respect and democratic decision-making in group work
Teacher Guidance
Positioning
Move between groups during development phase, then position at front corner for full performance viewing with clear sight lines to all students
Observation Focus
Monitor group collaboration skills, incorporation of choreographic devices, performance quality and maintenance of James Bond character throughout
Intervention Points
Step in if group dynamics become negative, provide specific technical guidance for choreographic devices, support groups struggling with timing or formation changes
Demonstration Notes
Demonstrate high-quality movement with strong James Bond character, model respectful group discussion techniques, show clear examples of choreographic devices when supporting groups
Verbal Cues
- •'Remember to listen to everyone's ideas before deciding'
- •'Make your levels really clear and dramatic'
- •'Think secret agent - confident and precise movements'
- •'Show respect for others' creativity'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 12m for full class movement, clear of obstacles
Surface Check
Non-slip surface suitable for dance movement, free from hazards or debris
Equipment Safety
Safety Checks
- •Ensure music volume is appropriate and not damaging to hearing
- •Check recording equipment is stable and positioned safely
- •Verify cones/markers are visible and won't cause trips
Risk Management
Key Risks
- •Collisions during group formation changes
- •Overexertion during energetic performance
- •Falls during dynamic movements or level changes
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Adequate warm-up before full performance intensity
- •Progressive building to final performance level
- •Teacher monitoring of student energy and fatigue levels
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines to all groups during development work
- •Move between groups to monitor collaboration and support as needed
- •Maintain overview during full performance for safety and assessment
Emergency Procedures
Stop activity immediately if injury occurs, assess situation and provide appropriate first aid or seek additional support as required