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Lesson 3 - Exploring 1960s and 1970s Dance Styles

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 our bodies to travel through time and express the cultural spirit of different decades?

Learning Objectives

To understand and recreate characteristic dance movements from the 1960s and 1970s
To effectively combine different levels, directions, and pathways in dance sequences
To communicate creatively with a partner through structured dance compositions

Key Outcomes

Students will demonstrate understanding of 1960s/70s dance styles through accurate movement reproduction
Students will create a 32-count dance sequence incorporating level changes and directional variety
Students will successfully combine their new sequence with previously learned 1940s/50s choreography

Equipment & Resources Required

Music Player

1 prepared list

Position for clear sound throughout dance space

Alternative: Portable speaker with smartphone/tablet connection

Dish Cones

Place one in each corner of dance space

Alternative: Coloured spots or visual markers

Sun Markers

1 set

Visible to all students for sequence notation

Alternative: Flip chart or display screen

Key Vocabulary

Motif

A short dance phrase or sequence that forms the basis for development

Levels

The height at which movements are performed - high, medium, or low

Pathways

The route or pattern traced through space during movement

Mirror Image

When partners perform the same movements as reflections of each other

Sequence

A series of movements performed in a specific order

Era

A distinct period in history with its own cultural characteristics

Skill Progression Pathway

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

Prior Learning

Basic dance vocabulary and movement patterns
Understanding of rhythm and counting in dance
1940s/50s dance motif from previous lessons
Basic partner work and mirroring techniques

Current Skills

1960s/70s characteristic dance movements
Purposeful use of levels, directions, and pathways
Extended sequence development and composition
Enhanced partner collaboration and feedback skills

Next Steps

Integration of multiple decade styles into complete dance pieces
Advanced choreographic techniques and formations
Performance skills and stage presence development
Historical dance research and cultural understanding

Milestone Indicators

Accurate reproduction of decade-specific movements

Smooth transitions between different levels and directions

Confident performance of combined multi-decade sequences

Effective peer assessment and constructive feedback delivery

Key Teaching Points

Maintain authentic 1960s/70s dance character throughout all variations and developments
Emphasise safe execution of level changes with controlled transitions and adequate balance
Develop effective partner communication and mirror work through clear eye contact and timing
Build sequences progressively from basic movements to complex 32-count choreography
Use specific dance vocabulary consistently to develop students' technical language
Connect movement quality to historical and cultural context of each decade
Encourage creative development while maintaining recognizable movement foundations

Common Misconceptions

Misconception: All old music and dance styles are the same - Correction: Each decade has distinct characteristics, musical styles, and movement qualities
Misconception: Dance movements must be large to be effective - Correction: 1960s/70s style often uses smaller, more controlled movements with attitude
Misconception: Mirroring means following - Correction: True mirroring creates exact opposite reflection, requiring different spatial awareness
Misconception: Faster dancing is better dancing - Correction: Quality, style, and timing are more important than speed
Misconception: Dance feedback should focus on mistakes - Correction: Constructive feedback celebrates strengths and suggests specific improvements

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear visual and physical boundaries, offer leadership roles, use high-energy music strategically

dyspraxia

Simplify coordination requirements, allow extra practice time, break complex movements into smaller parts, provide additional demonstrations

autism spectrum

Provide clear structure and sequence order, allow practice time for transitions, offer quiet observation periods, maintain consistent routines

visual impairment

Use tactile guidance for partner work, provide verbal descriptions of all movements, use contrasting music styles to distinguish eras

hearing impairment

Emphasise visual demonstrations, use visual counting cues, provide written sequence instructions, allow feeling of music vibrations

physical disability

Adapt movements for seated performance, modify level changes to arm movements only, focus on upper body interpretations of dance styles

Cross-Curricular Links

Art

Visual representation of movement through space, understanding of levels and pathways as artistic elements, costume and fashion influences on movement

Drama

Character development through era-appropriate movement, storytelling through dance sequences, performance skills and audience awareness

History

Exploring cultural and social changes through the 1960s and 1970s, understanding how historical events influenced popular culture and dance

Music

Recognising different musical styles from various decades, understanding rhythm and tempo changes, exploring how music influences movement

PSHE

Cooperation and collaboration skills, constructive feedback and peer support, cultural appreciation and respect for diversity

Teacher Guidance

Positioning

Central position during demonstrations, circulating between pairs during practice, corner position during group performances

Observation Focus

Watch for era-appropriate movement quality, safe execution of level changes, effective partner collaboration, creative development progress

Intervention Points

Step in if movements become unsafe, support pairs struggling with collaboration, provide encouragement during challenging sequences

Demonstration Notes

Use exaggerated movements for clarity, maintain authentic era style, show both basic and developed versions of movements, demonstrate safe level changes and transitions

Verbal Cues

•'Smooth like swimming through the music!'
•'Feel that groovy 70s attitude!'
•'Mirror exactly - be each other's reflection!'
•'Show me those level changes with control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear dance space, free from obstacles and with non-slip surface

Surface Check

Clean, dry, even surface suitable for dance movement with adequate grip

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner markers securely placed and visible
•No loose cables or equipment in dance space

Risk Management

Key Risks

•Collisions during partner work and mirror exercises
•Falls during level changes and directional movements
•Overexertion during extended sequence practice

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between pairs during all activities
•Progressive building of level changes and directional work
•Regular water breaks and energy monitoring
•Emphasis on controlled movements rather than speed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during development work
•Move between groups during practice to monitor safety
•Watch for signs of fatigue during extended sequences

Emergency Procedures

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