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Lesson 5 - Advanced Group Choreography and Performance

Cultural Expression and Choreographic Creativity Through the Haka

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Year 6

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Dance

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Big Question

How can we use sophisticated choreographic devices to create a powerful group performance that tells a story?

Learning Objectives

To work collaboratively in groups using advanced choreographic techniques
To effectively implement chance choreography in creative dance
To demonstrate mastery of formation changes, dynamics, canon, unison, direction and level in performance

Key Outcomes

Students will create and perform a 20-second group dance sequence using chance choreography
Students will seamlessly integrate individual, pair and group sections into a complete performance
Students will demonstrate effective communication and collaboration skills in creative tasks

Equipment & Resources Required

Music Player

Positioned for clear audio throughout dance space

Alternative: Portable speaker with phone/tablet connection

Music Tracks

2 tracks minimum

Haka Maori: Frederico Palma Remix and Ka Mate Chants Maoris cued and ready

Alternative: Any Haka-inspired or rhythmic music suitable for dance

Video Device

1 (optional)

Positioned to capture full performance space if filming

Alternative: Tablet, phone or camera for performance recording

Markers Cones

8-12

Available for marking formation positions if needed

Alternative: Spot markers, bean bags

Worksheets

1 set per group

Pre-prepared with movement options or choreographic elements

Alternative: Playing cards, numbered cards, or simple 6-sided dice

Key Vocabulary

Chance choreography

A method of creating dance where movements are determined by random processes like rolling dice or drawing cards

Canon

When dancers perform the same movement but start at different times, creating a wave-like effect

Formation

The arrangement and positioning of dancers in the performance space

Dynamics

The quality of movement including speed, force, flow and weight

Unison

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

Motif

A short sequence of movement that can be repeated, developed or varied throughout a dance

Skill Progression Pathway

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

Prior Learning

Understanding of basic Haka movements and cultural significance
Experience with individual and pair choreography
Knowledge of basic choreographic devices (canon, unison, levels)
Ability to work in small groups for creative tasks

Current Skills

Advanced group choreography using chance methods
Integration of multiple choreographic devices simultaneously
Seamless transitions between dance sections
Performance skills with cultural awareness and respect

Next Steps

Creating original dance pieces inspired by different cultures
Teaching choreography to younger students
Developing dance pieces for school performances
Understanding dance as a form of cultural expression and storytelling

Milestone Indicators

Groups demonstrate all 6 choreographic devices within 20 seconds

Smooth transitions between individual, pair and group sections

Clear communication and leadership within groups

Performance demonstrates cultural understanding and respect

Key Teaching Points

Chance choreography creates unexpected and innovative combinations that challenge creativity
All six choreographic devices must be clearly visible and well-executed within the 20-second constraint
Cultural respect for Maori traditions should be evident throughout all movement and performance
Group collaboration requires clear roles, active listening, and shared decision-making
Transitions between performance sections are as important as the sections themselves
Performance quality comes from full commitment and energy, not just technical accuracy
Self-evaluation skills develop through specific, constructive reflection on video evidence

Common Misconceptions

Chance choreography means no planning or skill - actually requires high adaptability and technical execution
All choreographic devices must be complex - simple, clear execution is more effective than complicated attempts
Haka movements can be performed casually - cultural respect requires commitment and understanding
Group work means everyone does the same thing - effective collaboration includes diverse roles and contributions
Performance is only about the final product - the creative process and collaboration are equally important
Louder or more dramatic automatically means better - controlled, committed performance shows greater skill

SEN Adaptations

ADHD

Shorter choreographic segments, clear roles and responsibilities, movement breaks, frequent positive feedback

dyspraxia

Simplified choreographic combinations, extra practice time, focus on expression over precision, buddy support

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available, advance notice of performance requirements

visual impairment

Clear verbal descriptions of all choreographic devices, tactile guidance for formations, buddy system for spatial awareness

hearing impairment

Visual cues for music changes, demonstrations of rhythm through movement, written instructions for group tasks

physical disability

Adapted choreographic devices focusing on accessible movements, seated or supported versions, modified formations

Cross-Curricular Links

English

Communication skills in group work, vocabulary development, descriptive language for movement

Maths

Probability and chance in choreography choices, geometric shapes in formations, timing and rhythm patterns

Geography

New Zealand location and cultural geography, Pacific Island cultures

History

Maori culture and traditions, significance of Haka in New Zealand history

Music

Rhythm and timing, musical structure and phrasing, cultural music traditions

PSHE

Teamwork and collaboration, respect for other cultures, leadership skills, self-evaluation and improvement

Teacher Guidance

Positioning

Move between groups to observe and support, central position for demonstrations

Observation Focus

Group collaboration, execution of choreographic devices, cultural respect, safety

Intervention Points

Support struggling groups with specific suggestions, ensure respectful cultural representation

Demonstration Notes

Demonstrate choreographic devices clearly, model positive group collaboration, show cultural respect

Verbal Cues

•'Strong, committed movements!'
•'Trust the chance process!'
•'Show respect through your energy!'
•'Clear levels and formations!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 12m x 12m, clear of obstacles

Surface Check

Non-slip surface suitable for dynamic movement and level changes

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Chance choreography materials (dice/cards) safely managed
•Video equipment secured if being used

Risk Management

Key Risks

•Collisions during formation changes
•Falls during level changes
•Overexertion during intense group work
•Cultural insensitivity in movement choices

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Progressive warm-up before intense choreographic work
•Emphasis on controlled movement rather than wild expression
•Teacher modelling of culturally appropriate movement and behaviour

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Monitor group dynamics for positive collaboration
•Watch for safe execution of level changes and formations

Emergency Procedures

Stop, assess, appropriate first aid/support, clear communication with all students