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Lesson 4 - Chance Choreography and Group Formation

Historical Storytelling Through Movement and Choreography

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Year 5

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Dance

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Big Question

How can we use chance choreography to create powerful dance sequences that tell the story of World War 2?

Learning Objectives

To work effectively in groups of 4 using chance choreography techniques
To demonstrate creative use of canon, unison, mirror image, and formation changes
To develop a 32 or 64 count group dance section incorporating war-time themes

Key Outcomes

Students will collaborate effectively to create original dance sequences using chance choreography
Students will demonstrate understanding of choreographic devices through practical application
Students will perform group sequences showing clear use of formation, levels and direction

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker with phone/tablet connection

Themed Music

1 playlist

Prepare playlist in advance, test volume levels

Alternative: Dam Busters theme, period appropriate music

Dice

1 per group (8 total)

Large, easy-to-read dice work best for group visibility

Alternative: Random number generator app, spinner wheels

Worksheets

1 per group (8 sheets)

Pre-prepared with action and choreographic device lists

Alternative: Whiteboard with written actions, laminated cards

Pencils

1 per group (8 total)

Ensure all pencils have working leads

Alternative: Dry wipe markers if using laminated sheets

Whiteboards

Position visible to all students, prepare action lists in advance

Alternative: Large paper sheets, projection screen

Key Vocabulary

Chance choreography

A method of creating dance where movements are determined by random methods like rolling dice

Canon

When dancers perform the same movement but start at different times, like a musical round

Unison

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

Formation

The arrangement or pattern that dancers make on the floor

Mirror image

When dancers face each other and perform opposite movements, like looking in a mirror

Adjective

A word that describes a noun - a person, place or thing

Adverb

A word that describes a verb - how, when, where or why something is done

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students can work in pairs to create simple dance sequences
Students understand basic dance vocabulary and movements
Students can recognise different levels and directions in movement

Current Skills

Using chance choreography to generate creative ideas
Working effectively in groups of 4
Applying choreographic devices including canon, unison and mirror image
Creating longer sequences of 32-64 counts

Next Steps

Developing performance skills for whole class performances
Creating complex narratives through dance
Leading warm-ups and teaching others

Milestone Indicators

Can roll dice and translate results into appropriate movements

Shows clear cooperation and turn-taking in group work

Demonstrates understanding of choreographic devices through movement

Can remember and repeat sequences accurately

Key Teaching Points

Chance choreography removes creative pressure by letting dice decide - embrace randomness
All group members must contribute equally - rotate dice rolling and idea sharing
War themes should be theatrical and dramatic - encourage big, expressive movements
Choreographic devices transform basic actions - show clear examples of each device
32-64 count sequences require memory and teamwork - support groups in developing both
Work-in-progress performances build confidence - emphasise journey over perfection
Student leadership opportunities develop confidence and teaching skills

Common Misconceptions

Thinking chance choreography means random, disconnected movements - clarify that dice creates structure
Believing some dice combinations are 'better' than others - emphasise creative potential in all results
Assuming war themes must be aggressive - show how retreat, advance can be graceful and controlled
Thinking performance must be perfect - reinforce that sharing work-in-progress is valuable learning
Believing only 'good dancers' can be creative - demonstrate that chance choreography supports all abilities

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear structure and expectations, use movement breaks and high-energy activities positively

dyspraxia

Simplify choreographic sequences, provide extra practice time, use peer support systems, focus on effort over precision

autism spectrum

Provide visual schedule of lesson activities, allow preparation time for performance, offer quiet space if needed for regulation

visual impairment

Use clear verbal descriptions of all movements, provide tactile guidance for formation work, ensure good lighting for any remaining vision

hearing impairment

Use visual demonstrations and hand signals, provide written instructions on worksheets, use vibration or visual cues for music timing

physical disability

Adapt movements to seated or supported positions, focus on upper body or available movement, ensure wheelchair accessible formations

Cross-Curricular Links

English

Adjectives and adverbs vocabulary work, narrative structure in dance sequences, descriptive language for movement

Maths

Counting beats and phrases, probability and chance through dice work, pattern and sequence creation

Art

Creative expression, composition through formation work, aesthetic appreciation of movement

History

World War 2 context, understanding historical events through creative interpretation and storytelling

Teacher Guidance

Positioning

Central position during instructions, circulating during group work to support all groups equally

Observation Focus

Group cooperation, creative problem-solving, safe movement practices, and inclusive participation

Intervention Points

Step in if groups struggling with cooperation, need creative inspiration, or safety concerns arise

Demonstration Notes

Use confident, theatrical movement quality when demonstrating war themes; involve students in demonstrations to check understanding

Verbal Cues

•'Let the dice decide - trust the process!'
•'Make it bigger - this is war, not a whisper!'
•'Everyone contributes - what's your idea?'
•'Show me your story through your bodies!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gym space minimum 15m x 20m for 8 groups to work simultaneously

Surface Check

Clean, dry, non-slip floor suitable for energetic movement and floor work

Equipment Safety

Safety Checks

•Dice checked for sharp edges or damage
•Music equipment positioned safely away from movement area
•Pencils kept safely when not in use

Risk Management

Key Risks

•Collisions between enthusiastic groups during energetic war-themed movements
•Slips and falls during quick direction changes and formation work
•Overexertion during extended creative work periods

Risk Mitigation

•Clear boundaries established between group working areas
•Regular reminders about spatial awareness during movement
•Built-in rest periods and hydration opportunities
•Teacher circulation to monitor energy levels and fatigue

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups simultaneously during creative work
•Move between groups to monitor cooperation and participation
•Give special attention during performance sharing for audience safety

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route maintained