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Lesson 5 - Collaborative Choreography and Performance

Expressing British Values Through Creative Dance and Choreography

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Year 5

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Dance

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57 min

Big Question

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

Music Player

1 system

Position for optimal sound coverage throughout dance space

Alternative: Portable bluetooth speaker, tablet with good speakers

Music Collection

Playlist

Queue up specific tracks for different lesson sections

Alternative: 'A View to a Kill', '007 Theme', other suitable instrumental tracks

Video Device

1 (optional)

Position on tripod for stable recording if filming performances

Alternative: Tablet, smartphone, digital camera with video function

Cones

12-15

Used to define group spaces and formation positions

Alternative: Spots, bean bags, chalk for floor markings

Score Sheets

1 per student

Have ready for post-performance reflection activity

Alternative: Notebooks, mini whiteboards for self-assessment

Key Vocabulary

Canon

A choreographic device where movements are performed by different dancers at different times, creating an overlapping effect

Unison

All dancers performing the same movements at exactly the same time

Formation

The arrangement and positioning of dancers in space

Dynamics

The quality of movement - how force and energy are used (sharp, smooth, explosive, controlled)

Chance Choreography

A method of creating dance where elements are chosen randomly or by chance rather than planned

Motif

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

Students demonstrate respectful listening and idea-sharing

Groups successfully complete their choreographic sequence

Performance shows clear use of required choreographic devices

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