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Lesson 5 - Group Choreography Completion and Performance

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 work collaboratively to create and refine a meaningful dance performance that tells the story of World War 2?

Learning Objectives

To work collaboratively in groups, demonstrating excellent cooperation skills and providing constructive peer feedback
To complete our chance choreography section using choreographic devices including canon and formation changes
To perform our group section with confidence, showing clear understanding of choreographic elements

Key Outcomes

Students will have completed their 32-64 count group section using chance choreography sheets
All groups will have performed and received peer feedback using 2 stars and a wish format
The complete dance sequence will be rehearsed with smooth transitions between sections

Equipment & Resources Required

Worksheets

1 per group (from previous lesson)

Ensure each group has their specific sheet from last week

Alternative: Recreate sheets if lost - dice and movement cards

World War II Themed Music

1 sound system

Test sound quality and have music ready to play at appropriate volumes

Alternative: The Dam Busters or similar period music

Video Device

1 (optional)

Ensure battery charged and memory available for recording

Alternative: Tablet, phone, or camera for performance recording

Score Sheets

1 per group

Pre-prepare sheets with clear headings and space for comments

Alternative: Simple paper with 2 stars and wish format

Key Vocabulary

Canon

A choreographic device where movements are performed by different dancers at different times, creating a layered effect

Formation

The arrangement and positioning of dancers in the performance space

Chance Choreography

A method of creating dance where elements are determined by chance processes rather than predetermined choices

Choreographic Devices

Tools and techniques used to create and develop dance material, including repetition, canon, unison

Transition

The movement or link between different sections of a dance

Peer Feedback

Constructive comments and suggestions given by classmates to help improve performance

Skill Progression Pathway

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

Prior Learning

Understanding of basic choreographic devices from previous lessons
Experience working with chance choreography sheets
Knowledge of World War 2 themes and historical context
Basic formation changes and group cooperation skills

Current Skills

Advanced group cooperation and collaborative choreography
Refined use of canon and formation changes
Constructive peer feedback and evaluation skills
Performance confidence with historical themes

Next Steps

Leading into final performance preparation and refinement
Developing costume and staging elements
Advanced choreographic leadership roles
Performance evaluation and reflection skills

Milestone Indicators

Groups complete 32-64 count sections with clear structure

Evidence of effective use of choreographic devices

Quality peer feedback that leads to improvements

Smooth performance of complete dance sequence

Key Teaching Points

Group cooperation is as important as the choreography itself - model and reinforce positive collaborative behaviours
Canon requires careful timing and listening skills - practice with simple movements before applying to complex choreography
Formation changes must be purposeful and clear to the audience - encourage definite shapes rather than approximate groupings
Peer feedback using 2 stars and a wish develops critical thinking and supportive communication skills
World War 2 theme should be respectful and historically appropriate - guide students towards commemorative rather than glorifying interpretations
Complete performance assembly requires stamina and commitment - build energy throughout rather than allowing it to drop
Recording performances allows for valuable self-evaluation - teach students to watch constructively rather than self-critically

Common Misconceptions

Students may think canon means everyone doing different movements rather than the same movement at different times
Formation changes might be seen as just moving around rather than creating clear, defined shapes
Peer feedback may focus only on negatives or be too vague to be helpful - model specific, constructive language
Students might assume louder or faster automatically makes better performance - emphasise control and expression
Group work success measured only by final product rather than process and cooperation skills developed

SEN Adaptations

ADHD

Regular movement breaks built into structure, clear roles within groups, immediate positive feedback for cooperation

dyspraxia

Simplified choreographic sequences, extra practice time, peer support for remembering movement patterns

autism spectrum

Clear structure with visual schedule of lesson sections, quiet space available if overwhelmed, predictable feedback format

visual impairment

Clear verbal descriptions of all movements and formations, tactile guidance for positioning, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all instructions, clear sight lines to teacher, written feedback sheets with visual cues

physical disability

Adapted movements focusing on upper body or seated variations, modified formations that accommodate wheelchairs

Cross-Curricular Links

English

Vocabulary development with choreographic terminology, verbal communication during feedback

Maths

Counting in 8s for choreographic phrasing, understanding timing and rhythm patterns

Drama

Performance skills, expressing emotions through movement, understanding character and theme

History

World War 2 context, understanding of historical events and their impact on society and culture

Music

Understanding rhythm, timing, and musical structure through dance accompaniment

PSHE

Cooperation and teamwork skills, giving and receiving constructive feedback, resolving group conflicts

Teacher Guidance

Positioning

Move between groups during development work, central position for whole-class instruction and demonstrations

Observation Focus

Watch for effective group cooperation, appropriate use of choreographic devices, and quality peer feedback

Intervention Points

Step in if groups struggle with cooperation, if feedback becomes unconstructive, or if students appear frustrated

Demonstration Notes

Use clear, exaggerated movements for choreographic concepts, model positive feedback language, show different levels and formations clearly

Verbal Cues

•'Show me clear canon - different start times!'
•'Formation changes need to be obvious to your audience'
•'Two stars focus on what worked well, wishes help them improve'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 12m to accommodate full class choreography and group work

Surface Check

Clean, dry, non-slip surface appropriate for dance movements and safe for kneeling/floor work

Equipment Safety

Safety Checks

•Sound system positioned safely with cables secured
•Recording equipment stable and positioned out of movement areas
•Choreography sheets stored safely when not in use

Risk Management

Key Risks

•Collisions during formation changes and transitions
•Injuries from over-stretching during warm-up or cool-down
•Conflicts arising from group work and peer feedback

Risk Mitigation

•Clear boundaries established for group work areas
•Supervised formation changes with adequate spacing
•Structured peer feedback process to maintain positive atmosphere

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during simultaneous work
•Monitor peer feedback sessions for appropriate language
•Watch for safe choreography choices during group development

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid if needed, ensure other students remain calm and safe