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Lesson 2 - Creating Rhythmic Patterns

Brazilian Carnival: Authentic Samba Performance and Cultural Expression

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Year 6

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Dance

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45 min

Big Question

How can we use our bodies to create rhythmic patterns that tell the story of a Samba school?

Learning Objectives

To develop group movements by selecting and applying choreography into a routine
To use bodies to perform technical movements with control and rhythm
To understand the roles of mestre-sala and porta-bandeira in carnival performance

Key Outcomes

Students will create rhythmic patterns using their whole body
Students will perform coordinated group sequences with expression
Students will evaluate and improve performances based on feedback

Equipment & Resources Required

Tunnel Systems

Position centrally for clear sound throughout space

Alternative: Portable speaker with phone/tablet

Music Tracks

3-4 tracks

Have tracks ready to play, varying tempos available

Alternative: Brazilian carnival music or rhythmic world music

Markers Cones

Mark group performance areas around the hall

Alternative: Bean bags or spots

Sticks

6-8

Small shakers, claves, or tambourines if available

Alternative: Hand clapping, body percussion

Key Vocabulary

Mestre-sala

The individual who gives Samba school performers commands and directions

Porta-bandeira

The Samba school flag bearer who represents the school's identity

Rhythmic pattern

A repeated sequence of movements that follows a musical beat

Unison

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

Canon

When dancers perform the same movement but start at different times

Expression

Showing emotion and character through dance movements

Skill Progression Pathway

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

Prior Learning

Basic dance movements and rhythm
Working in groups to create simple sequences
Understanding of introductory carnival sequences from previous lesson

Current Skills

Creating rhythmic patterns using whole body
Understanding carnival performance roles
Coordinating group performances with expression

Next Steps

Developing more complex choreographic elements
Incorporating props and costumes into performances
Creating complete carnival routines

Milestone Indicators

Students create patterns that clearly show rhythm

Groups perform in unison with coordination

Students give specific, helpful feedback to peers

Key Teaching Points

Emphasise the cultural significance of carnival and respect for Brazilian traditions
Focus on rhythm accuracy before adding complexity to movements
Ensure all students have meaningful roles in group performances
Use specific dance vocabulary consistently throughout the lesson
Build performance confidence through positive reinforcement
Connect new learning to previous sequences for skill progression
Model excellent feedback techniques for peer assessment

Common Misconceptions

That rhythmic patterns must be complex to be good - simple, clear patterns performed well are more effective
That mestre-sala and porta-bandeira must be the best dancers - they need leadership and expression skills more than technical ability
That unison means everyone doing different movements at the same time - unison requires identical movements performed together
That carnival dance is just about being loud and energetic - it requires control, skill, and cultural understanding
That feedback should focus on what went wrong - constructive feedback highlights strengths and suggests specific improvements

SEN Adaptations

ADHD

Keep activities moving with clear transitions, provide frequent positive feedback, break instructions into smaller chunks

dyspraxia

Simplify movement patterns initially, provide extra practice time, use peer support for coordination

autism spectrum

Provide clear structure and routine, offer quiet space if overstimulated, use visual schedules for lesson sequence

visual impairment

Provide clear verbal descriptions of all movements, use tactile guidance for positioning, ensure partner support for spatial awareness

hearing impairment

Use strong visual demonstrations, provide written instructions, utilise vibration and visual beat indicators

physical disability

Adapt movements for seated or limited mobility, focus on upper body rhythmic patterns, ensure wheelchair accessible routes

Cross-Curricular Links

Maths

Counting beats and rhythmic patterns, understanding sequence and pattern repetition, measuring timing and coordination

Art

Understanding visual elements of carnival through movement, exploring expression and creativity through dance

Geography

Learning about Brazilian culture and carnival traditions, understanding cultural celebrations around the world

History

Exploring the historical development of carnival and Samba schools, understanding cultural heritage and traditions

Music

Understanding rhythm, beat, and tempo, appreciating Brazilian musical styles, creating rhythmic accompaniments

PSHE

Teamwork and cooperation, building confidence through performance, appreciating cultural diversity

Teacher Guidance

Positioning

Central position during demonstrations, circulating between groups during practice, clear view of all students during performances

Observation Focus

Watch for rhythm accuracy, group cooperation, safety awareness, and creative development

Intervention Points

Step in if groups struggling with cooperation, rhythm accuracy declining, or safety concerns arising

Demonstration Notes

Always demonstrate dance movements with full energy and expression, break down complex patterns into manageable parts, use students as positive examples when appropriate

Verbal Cues

•'Feel the beat in your whole body!'
•'Stay together as one Samba school!'
•'Show your carnival pride!'
•'Let your mestre-sala lead the way!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 12m for group work and performances

Surface Check

Non-slip surface essential for dance movements, check for any wet spots

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•All cables secured to prevent tripping
•Percussion instruments checked for cracks or sharp edges

Risk Management

Key Risks

•Collisions between groups during energetic movements
•Slips during rhythmic movements
•Overexertion during high-energy performances

Risk Mitigation

•Clear group boundaries maintained throughout
•Gradual build-up from slow to energetic movements
•Regular reminders about spatial awareness
•Adequate rest periods between performances

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups simultaneously
•Monitor energy levels and provide breaks as needed
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop music immediately if incident occurs, clear assessment of any injuries, appropriate first aid response