Lesson 1 - Charleston Steps and Movement Patterns
Dance Through the Decades: Historical Expression and Creative Choreography
•Year 6
•Dance
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How can we capture the spirit and style of 1920s-30s dance to tell stories through movement?
Learning Objectives
- To develop a 48-64 count motif demonstrating agility, balance, coordination and precision
- To create imaginative actions based on dance through the ages theme
- To perform movements in unison with good timing
Key Outcomes
- Students will perform a complete Charleston-style motif with correct timing
- Students will demonstrate understanding of different dance eras through movement
- Students will work collaboratively to maintain unison and rhythm
Equipment & Resources Required
Position for clear sound throughout dance space
Alternative: Portable speaker, tablet with good volume
Place in four corners showing different dance eras
Alternative: Printed images, tablet displays, projector slides
Positioned where all students can see for mind mapping
Alternative: Flipchart paper, digital display
Pre-loaded and tested for seamless transitions
Alternative: Jive Bunny Mega Mix, 1920s compilation, Shut Up and Dance
Key Vocabulary
A short sequence of movements that forms the basis of a dance
A lively dance popular in the 1920s characterised by kicks and arm swings
When dancers perform the same movements at exactly the same time
The beat or rhythm that dancers use to time their movements
A swing dance that originated in Harlem in the 1920s and 1930s
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements and locomotion
- Understanding of rhythm and timing
- Experience working in groups and following instructions
Current Skills
- Charleston step technique
- Coordination of arms and legs in complex patterns
- Historical dance context and knowledge
Next Steps
- Combining Charleston with other historical dance styles
- Creating original choreography
- Advanced performance skills and expression
Milestone Indicators
Key Teaching Points
- Charleston requires coordination between arms and legs - build slowly
- Historical context enriches the movement experience significantly
- Unison performance develops listening and cooperation skills
- Safety in kicks - control height and maintain balance
- Encourage Charleston character and 1920s styling throughout
- Use peer assessment to develop observation and feedback skills
- Connect past and present through dance evolution discussions
Common Misconceptions
- Charleston is just about fast movements - emphasise control and style
- Historical dances are outdated - show connections to modern dance
- Perfect technique required immediately - celebrate progress and effort
- All students must perform identically - allow for individual interpretation within framework
- Dance is only about entertainment - highlight historical and cultural learning
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries, regular positive feedback, energetic sequences channelled safely
dyspraxia
- Simplified movement patterns, extra practice time, breaking skills into smaller steps
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Clear verbal descriptions of movements, partner support for spatial awareness, tactile demonstrations
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, vibration cues for rhythm
physical disability
- Seated Charleston variations, modified kick movements, arm-focused sequences
Cross-Curricular Links
English
Vocabulary development, descriptive language for movement, historical terminology
Maths
Counting sequences, patterns and repetition, spatial awareness and formations
History
Learning about 1920s-30s era, social and cultural changes, fashion and entertainment
Music
Understanding rhythm, beat, and musical eras, counting and timing skills
PSHE
Cooperation and teamwork, building confidence, appreciating different cultures and eras
Teacher Guidance
Positioning
Move around the space to observe all students, position at front for demonstrations
Observation Focus
Watch for Charleston technique accuracy, timing consistency, and group cooperation
Intervention Points
Step in if students struggle with coordination, safety concerns arise, or timing becomes inconsistent
Demonstration Notes
Demonstrate: Show Charleston with exaggerated clarity, break down complex combinations, model historical character and expression
Verbal Cues
- •'Sharp taps, controlled kicks!'
- •'Feel that 1920s style!'
- •'Together in unison!'
- •'Count with the music: 1-2-3-4!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space minimum 8m x 10m, suitable for group movement and individual kicking
Surface Check
Non-slip surface essential, check for obstacles or hazards
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Corner pictures securely attached
- •No loose cables or equipment in dance space
Risk Management
Key Risks
- •Collisions during corner warm-up activity
- •Loss of balance during Charleston kicks
- •Overexertion during energetic sequences
Risk Mitigation
- •Clear boundaries and pathways established
- •Controlled kick height emphasised for safety
- •Regular breaks and hydration reminders
- •Modified movements for students with balance difficulties
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all movement areas
- •Monitor kick sequences closely for safety
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess any injuries, first aid available, clear evacuation routes maintained