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Lesson 4 - Chance Choreography and Group Formation

Dance Through the Decades: Historical Expression and Creative Choreography

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Year 6

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Dance

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Big Question

How can we use random elements to create meaningful dance sequences that tell a story across different time periods?

Learning Objectives

To work collaboratively in groups to create 32-64 count dance sequences
To effectively use chance choreography techniques to generate movement ideas
To incorporate formation changes, dynamics, canon, unison, direction and level variations

Key Outcomes

Students will create a structured group dance sequence using chance choreography
Students will demonstrate effective group communication and collaboration skills
Students will apply dance elements (formation, dynamics, canon, unison, direction, level) creatively

Equipment & Resources Required

Music Player

Test all tracks before lesson, have backup playlist ready

Alternative: Bluetooth speaker, tablet with good volume

Dice

6-8 (one per group)

Place one dice with paper and pencil at each group station

Alternative: Number cards 1-6, digital dice app

Pencils

7 sets

Pre-positioned at group working areas around room

Alternative: Mini whiteboards and markers

Whiteboards

Positioned where all groups can clearly see movement list

Alternative: Large paper sheets, projector screen

Science Videos

As needed

Cued to correct points, tested for audio/visual quality

Alternative: Picture cards, demonstration by teacher

Sun Markers

8-10 cones/spots

Mark clear performance area visible to whole class

Alternative: Tape marks, rope boundaries

Key Vocabulary

Chance Choreography

A method of creating dance where random elements (like dice) determine movement choices

Formation

The spatial arrangement of dancers in relation to each other

Canon

When dancers perform the same movement but start at different times

Unison

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

Dynamics

The quality of movement - sharp, smooth, strong, gentle, fast, slow

Top Rocking

Standing hip hop movements performed before going to the floor

32/64 Count

Musical phrase lengths used to structure dance sequences

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance elements (level, direction, formation)
Experience working in small groups
Familiarity with simple dance moves and rhythmic patterns
Basic knowledge of canon and unison concepts

Current Skills

Using chance methods to generate creative ideas
Advanced group collaboration and communication
Hip hop movement vocabulary and style
Structured choreographic composition (32-64 counts)

Next Steps

Extended choreographic compositions (128+ counts)
Integration of storytelling and thematic content
Advanced partner and group interaction techniques
Performance skills and stage presence

Milestone Indicators

Groups create cohesive sequences independently

Students demonstrate all six dance elements confidently

Clear evidence of collaborative decision-making

Sequences show clear structure and artistic intention

Key Teaching Points

Emphasise that chance choreography removes pressure and allows creative risk-taking
Model collaborative language and problem-solving throughout the lesson
Connect hip hop movements to their cultural origins with respect and authenticity
Encourage personal style and individual expression within group work
Use specific dance vocabulary consistently to build students' technical language
Celebrate creative solutions and unexpected artistic discoveries
Maintain focus on process and collaboration over final product perfection

Common Misconceptions

That dance must be 'perfect' or technically flawless - emphasise creative expression and effort
That chance methods create 'random' or meaningless results - explain how structure emerges from creative constraints
That hip hop is only about complex, athletic moves - emphasise style, attitude, and cultural respect
That group work means everyone doing exactly the same thing - encourage individual contributions within unity
That feedback should focus on mistakes - model positive, constructive, specific feedback language

SEN Adaptations

ADHD

Movement breaks built into lesson structure, clear boundaries and expectations, variety in activities, opportunities for leadership roles

dyspraxia

Simplified movement patterns, extra practice time, step-by-step movement breakdown, focus on effort over precision

autism spectrum

Clear structure and routine, visual timetable of lesson sections, quiet space available if needed, predictable format with familiar elements

visual impairment

Clear verbal descriptions of all movements, tactile guidance for formation changes, audio cues for timing, buddy system for spatial awareness

hearing impairment

Visual demonstrations emphasised, vibration cues for rhythm, clear sight lines to teacher, written instruction cards available

physical disability

Adapted movements for limited mobility, seated versions of standing moves, modified group roles, alternative ways to participate in choreography

Cross-Curricular Links

English

Vocabulary development through dance terminology, descriptive language for movement qualities, communication and presentation skills, creative writing inspired by choreographic themes

Maths

Counting in 8s for musical phrases, understanding probability through dice outcomes, symmetry and patterns in formations, geometry in spatial arrangements

Science

Physics of movement and momentum, understanding rhythm and sound waves, body systems response to exercise, coordination and nervous system development

History

Hip hop culture origins in 1970s New York, social and cultural contexts of dance development, evolution of urban music and movement

PSHE

Collaborative decision-making skills, respect for cultural diversity, building confidence through creative expression, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move continuously between groups during creation phase, central positioning during demonstrations and whole-class discussion

Observation Focus

Monitor group collaboration dynamics, individual participation levels, technical execution of movements, creative problem-solving approaches

Intervention Points

Step in if groups struggle with collaboration, provide movement demonstrations as needed, support students lacking confidence, manage time and energy levels

Demonstration Notes

Model confident hip hop attitude, demonstrate collaborative language and problem-solving, show enthusiasm for creative risk-taking, maintain high energy while ensuring safety

Verbal Cues

•'Let the dice decide - embrace the surprise!'
•'Everyone's ideas make the dance better!'
•'Sharp locks, smooth waves!'
•'Formation, dynamics, canon, unison, direction, level - use them all!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for group work, additional performance area 6m x 4m

Surface Check

Non-slip surface essential for dynamic hip hop movements and floor work, check for obstacles

Equipment Safety

Safety Checks

•Dice checked for damage, no sharp edges
•Music system volume appropriate and tested
•Paper and pencils safely managed
•Performance area clearly marked with safe boundaries

Risk Management

Key Risks

•Collisions during dynamic movement
•Falls during floor-based movements (6 Step)
•Strain from unfamiliar hip hop movements
•Overexcitement during group work leading to unsafe behaviour

Risk Mitigation

•Clear spacing between groups established and maintained
•Proper warm-up with specific attention to joints and muscles used in hip hop
•Gradual introduction of complex movements with safety demonstrations
•Regular reminders about spatial awareness during formation changes

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all working groups
•Circulate continuously during group work to monitor safety and collaboration
•Special attention during floor-based movements and dynamic hip hop sequences
•Monitor volume levels and group excitement to maintain safe environment

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact office if needed