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Lesson 5 - Finalising Victorian Dance Performance

Victorian Storytelling Through Creative Dance and Choreography

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Year 5

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Dance

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Big Question

How can we combine individual creativity with group cooperation to create a powerful Victorian-themed dance performance?

Learning Objectives

To demonstrate effective group cooperation and communication when finalising dance choreography
To apply choreographic devices (canon, formation changes, direction and level) confidently in group performances
To provide constructive peer feedback using specific criteria and dance terminology

Key Outcomes

Students will have completed and refined their 32-64 count group dance sections with clear use of choreographic devices
Students will have demonstrated effective cooperation, listening skills and peer feedback techniques
Students will have performed their complete Victorian dance piece with smooth transitions between sections

Equipment & Resources Required

Music Player

Position centrally for even sound distribution

Alternative: Portable bluetooth speaker, laptop with external speakers

Victorian Dream Music Track

Cued to start from beginning, volume tested

Alternative: Other steampunk or Victorian-themed music tracks

Worksheets

1 per group (8-10 sheets)

Distributed to groups from previous lesson

Alternative: Digital version displayed on screen

Video Device

Positioned for optimal viewing angle of performance space

Alternative: Tablet, smartphone on tripod, digital camera with video function

Whiteboards

For displaying success criteria and feedback prompts

Alternative: Interactive whiteboard, large paper sheets

Cones

To define group working spaces and performance area boundaries

Alternative: Bean bags, hoops, masking tape marks on floor

Key Vocabulary

Canon

A choreographic device where movements are performed by different dancers at staggered times, like a round in music

Formation

The spatial arrangement of dancers in relation to each other

Choreographic devices

Tools used by choreographers to develop and vary movement material

Peer feedback

Constructive comments given by classmates to help improve performance

Transition

The smooth movement or connection between different sections of a dance

Levels

The height at which movements are performed - high, middle, or low

Skill Progression Pathway

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

Prior Learning

Basic understanding of canon and formation changes from previous lessons
Experience working with chance choreography sheets
Knowledge of Victorian themes and historical context from previous dance sessions

Current Skills

Applying choreographic devices confidently in group work
Providing structured peer feedback using specific criteria
Integrating individual, pair and group sections into a cohesive performance

Next Steps

Performing complete dance pieces to an audience
Creating original choreography without structured prompts
Evaluating and refining performance quality through detailed self and peer assessment

Milestone Indicators

Groups complete 32-64 count sections with clear choreographic devices

Peer feedback includes specific examples and constructive suggestions

Smooth transitions between all sections of the complete dance

Key Teaching Points

Canon timing should be clearly visible with staggered entrances - use 4-count delays minimum
Formation changes must be smooth and purposeful, not rushed or awkward transitions
Peer feedback should be specific and constructive using 2 stars and a wish format
Victorian character should be maintained throughout transitions, not just during set sections
Group cooperation requires equal participation and shared decision-making from all members
Complete sequence order: motif → individual → pairs → groups → motif → finishing positions
Recording provides valuable self-evaluation opportunity for performance week preparation

Common Misconceptions

Canon is just doing the same thing together (it requires staggered timing)
Formation changes can happen anytime (they should be planned and smooth)
Peer feedback should focus on mistakes (it should balance positives with suggestions)
Transitions are breaks from performing (they are part of the performance)
Group work means one person leads (it requires shared leadership and cooperation)
Recording is just for fun (it's a tool for self-evaluation and improvement)
32 counts is too short (when repeated it creates 64-count complete sections)

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear visual and auditory signals, offer specific roles and responsibilities

dyspraxia

Allow extra practice time, break down complex movements into smaller steps, provide additional rhythm support, offer alternative ways to demonstrate understanding

autism spectrum

Provide clear structure and routine, use visual schedules for sequence order, create quiet spaces for breaks if needed, maintain consistent groupings

visual impairment

Use clear verbal descriptions of choreographic devices, provide tactile guidance for formations, ensure good lighting for any residual vision

hearing impairment

Use visual demonstrations extensively, provide written instruction cards, use vibration cues for rhythm and timing

physical disability

Adapt movements for wheelchair users or limited mobility, focus on upper body choreographic possibilities, ensure full participation in feedback roles

Cross-Curricular Links

English

Vocabulary development with choreographic terminology, structured speaking and listening through peer feedback

Art

Visual composition through formation work, creating aesthetically pleasing spatial arrangements

History

Victorian era understanding, social classes, working conditions, daily life in Victorian times

Music

Rhythm and timing skills, understanding of musical structure and phrasing

PSHE

Cooperation and teamwork, giving and receiving feedback constructively, building confidence and self-esteem

Teacher Guidance

Positioning

Move continuously between groups during development, central position for whole-class instruction, side position for observation during performances

Observation Focus

Group dynamics and cooperation, use of choreographic devices, safety awareness and spatial management, quality of peer feedback

Intervention Points

Step in if groups struggling with cooperation, provide additional support for choreographic device application, ensure all students participating equally

Demonstration Notes

Use 4 confident students to demonstrate choreographic devices clearly, show Victorian character work with full commitment, model positive peer feedback language and delivery

Verbal Cues

•'Make that canon clearer with bigger timing gaps!'
•'Show me a smooth formation change!'
•'Use your Victorian character in the transitions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio minimum 10m x 15m to accommodate 8-10 groups of 4 working simultaneously

Surface Check

Clean, dry, non-slip surface suitable for dance movement, free from obstacles and debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Recording equipment secured on stable surface or tripod
•Choreography sheets kept in designated safe area when not in use

Risk Management

Key Risks

•Collisions between groups during choreography development
•Trips and falls during transition sequences
•Overcrowding during whole-class activities

Risk Mitigation

•Clear boundaries established for each group's working space
•Adequate spacing maintained between groups throughout
•Progressive building of intensity with proper warm-up
•Teacher positioning for optimal supervision of all groups

Supervision & Emergency Procedures

Supervision Points

•Position centrally to observe all groups during development phase
•Move between groups during choreography work to provide guidance
•Maintain clear sightlines during performance sections

Emergency Procedures

Stop music immediately, ensure clear pathway to exit, assess injury and provide appropriate first aid, contact school office if required