🎵

Lesson 1 - Charleston Steps and Movement Patterns

Dance Through the Decades: Historical Expression and Creative Choreography

•

Year 6

•

Dance

•

Big Question

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

Music Player

Position for clear sound throughout dance space

Alternative: Portable speaker, tablet with good volume

Era Posters

8-10 per corner

Place in four corners showing different dance eras

Alternative: Printed images, tablet displays, projector slides

Sun Markers

1 set

Positioned where all students can see for mind mapping

Alternative: Flipchart paper, digital display

Charleston Music Playlist

Pre-loaded and tested for seamless transitions

Alternative: Jive Bunny Mega Mix, 1920s compilation, Shut Up and Dance

Key Vocabulary

Motif

A short sequence of movements that forms the basis of a dance

Charleston

A lively dance popular in the 1920s characterised by kicks and arm swings

Unison

When dancers perform the same movements at exactly the same time

Count

The beat or rhythm that dancers use to time their movements

Lindy Hop

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

Maintains consistent Charleston rhythm

Coordinates arm and leg movements smoothly

Demonstrates historical dance knowledge

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