🎵

Lesson 4 - Samba Choreography and Performance

Brazilian Carnival: Authentic Samba Performance and Cultural Expression

•

Year 6

•

Dance

•

Big Question

How can we create and perform authentic Samba choreography that celebrates Brazilian carnival culture?

Learning Objectives

To consolidate and extend Samba sequences using compositional principles
To perform Samba choreography with accuracy, fluency and high energy
To evaluate and improve dance performances using constructive feedback

Key Outcomes

Students will perform extended Samba sequences with cultural authenticity
Students will demonstrate advanced choreographic skills using unison, canon and variation
Students will provide meaningful feedback to improve peer performances

Equipment & Resources Required

Tunnel Systems

Positioned for clear sound throughout dance space

Alternative: Portable speaker with smartphone/tablet

Thematic Music Playlist

1 prepared playlist

Include variety of tempos for different activities

Alternative: Individual Brazilian carnival tracks

Coloured Scarves

30 (1 per student)

Distributed at start of choreography section

Alternative: Streamers, fabric strips, or bandanas

Video Device

1 (optional)

For recording performances for self-evaluation

Alternative: Smartphone or tablet

Score Sheets

8 (1 per group)

Simple criteria checklist for peer assessment

Alternative: Whiteboard for group feedback

Key Vocabulary

Samba

A Brazilian dance form characterised by rhythmic hip movements and bouncing steps

Unison

Performing the same dance movement at exactly the same time

Canon

Performing a sequence of movements at different times, like a round

Variation

Adding another action or changing existing movements to create interest

Mestre-sala

The male master of ceremonies in Brazilian carnival, known for elegant movements

Porta-bandeira

The female flag bearer in carnival, performing graceful flag movements

Choreography

The art of creating and arranging dance movements in sequence

Skill Progression Pathway

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

Prior Learning

Basic Samba steps from previous lessons
Understanding of rhythm and musicality
Experience of working in dance groups
Knowledge of introductory and mestre-sala sequences

Current Skills

Extended choreographic sequences
Compositional principles: unison, canon, variation
Performance quality and cultural authenticity
Peer evaluation and feedback skills

Next Steps

Creating original carnival choreography
Leading and teaching dance sequences
Choreographing for different carnival themes
Developing advanced performance techniques

Milestone Indicators

Fluent execution of extended Samba sequences

Clear application of compositional principles

High-energy, authentic carnival performance style

Constructive peer feedback leading to improvement

Key Teaching Points

Emphasise cultural respect and appreciation throughout the lesson
Maintain authentic Samba characteristics: bounce, hip action, joyful energy
Ensure compositional principles are clearly understood before application
Balance technical accuracy with performance quality and expression
Foster inclusive group work where all students contribute meaningfully
Connect movement quality to emotional expression and cultural celebration
Provide specific, constructive feedback that builds confidence

Common Misconceptions

Thinking Samba is just 'fast dancing' rather than understanding its specific techniques and cultural significance
Believing that louder music automatically creates better energy rather than internal rhythm and expression
Assuming unison means 'roughly the same' rather than precise timing and synchronisation
Thinking variation means completely changing a movement rather than subtle modifications
Believing that carnival is just about costumes rather than understanding the deeper cultural traditions

SEN Adaptations

ADHD

Use shorter activity segments with clear transitions, provide specific roles and responsibilities, allow movement breaks if needed

dyspraxia

Break sequences into smaller chunks, use mirroring technique, provide extra practice time and patient repetition

autism spectrum

Provide clear structure with visual schedule, allow practice time before performances, create quiet space if overstimulated by music

visual impairment

Use tactile cues and physical guidance for positioning, describe movements verbally in detail, pair with sighted buddy for spatial awareness

hearing impairment

Use visual demonstrations and hand signals, provide vibrating speaker or feeling the beat through floor, written sequence cards

physical disability

Adapt movements for seated or supported positions, focus on upper body or achievable movements, modify props for easier handling

Cross-Curricular Links

Art

Carnival costume design, Brazilian cultural art forms, colour symbolism in different cultures

Geography

Location of Brazil, South American countries, understanding of different climates and cultures affecting traditions

History

Origins of carnival traditions, historical connections between European and African cultures in Brazil

Music

Samba rhythms, polyrhythms, percussion instruments used in Brazilian music, call and response patterns

PSHE

Celebrating diversity, respecting different cultural traditions, working collaboratively, building confidence

Teacher Guidance

Positioning

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

Observation Focus

Watch for authentic Samba movement quality, evidence of compositional principles in use, group cooperation and inclusion

Intervention Points

Step in if groups struggling with choreographic decisions, support students who lack confidence, manage group dynamics

Demonstration Notes

Demonstrate: All movements with authentic Samba style, exaggerate performance quality, show enthusiasm for Brazilian culture

Verbal Cues

•'Feel the rhythm in your hips!'
•'Big smiles - this is carnival!'
•'Watch each other for perfect timing!'
•'Show me your carnival pride!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 10m, wooden or vinyl floor ideal

Surface Check

Ensure floor is clean, dry and free from obstacles, check for splinters or damaged areas

Equipment Safety

Safety Checks

•Music volume at appropriate level to prevent hearing damage
•Scarves and ribbons checked for tears that could cause tripping
•Props stored safely when not in use

Risk Management

Key Risks

•Collisions between groups during enthusiastic movement
•Overexertion during high-energy sequences
•Trips and falls from props or uncontrolled movement
•Muscle strain from sudden movements without proper warm-up

Risk Mitigation

•Clear boundaries established for each group's working space
•Adequate warm-up focusing on movements used in lesson
•Regular reminders about controlled movement and spatial awareness
•Progressive building of intensity throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during independent work
•Monitor for signs of overexertion or fatigue
•Check group dynamics to prevent exclusion or conflicts

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school first aider if needed