Lesson 5 - Group Choreography Completion and Performance
Historical Storytelling Through Movement and Choreography
•Year 5
•Dance
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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
Ensure each group has their specific sheet from last week
Alternative: Recreate sheets if lost - dice and movement cards
Test sound quality and have music ready to play at appropriate volumes
Alternative: The Dam Busters or similar period music
Ensure battery charged and memory available for recording
Alternative: Tablet, phone, or camera for performance recording
Pre-prepare sheets with clear headings and space for comments
Alternative: Simple paper with 2 stars and wish format
Key Vocabulary
A choreographic device where movements are performed by different dancers at different times, creating a layered effect
The arrangement and positioning of dancers in the performance space
A method of creating dance where elements are determined by chance processes rather than predetermined choices
Tools and techniques used to create and develop dance material, including repetition, canon, unison
The movement or link between different sections of a dance
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
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