Lesson 5 - Advanced Group Choreography and Performance
Cultural Expression and Choreographic Creativity Through the Haka
•Year 6
•Dance
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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
Positioned for clear audio throughout dance space
Alternative: Portable speaker with phone/tablet connection
Haka Maori: Frederico Palma Remix and Ka Mate Chants Maoris cued and ready
Alternative: Any Haka-inspired or rhythmic music suitable for dance
Positioned to capture full performance space if filming
Alternative: Tablet, phone or camera for performance recording
Available for marking formation positions if needed
Alternative: Spot markers, bean bags
Pre-prepared with movement options or choreographic elements
Alternative: Playing cards, numbered cards, or simple 6-sided dice
Key Vocabulary
A method of creating dance where movements are determined by random processes like rolling dice or drawing cards
When dancers perform the same movement but start at different times, creating a wave-like effect
The arrangement and positioning of dancers in the performance space
The quality of movement including speed, force, flow and weight
When all dancers perform exactly the same movement at exactly the same time
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
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