Lesson 3 - Exploring 1960s and 1970s Dance Styles
Dance Through the Decades: Historical Expression and Creative Choreography
•Year 6
•Dance
•Start Planning Better PE Lessons
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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
Position for clear sound throughout dance space
Alternative: Portable speaker with smartphone/tablet connection
Place one in each corner of dance space
Alternative: Coloured spots or visual markers
Visible to all students for sequence notation
Alternative: Flip chart or display screen
Key Vocabulary
A short dance phrase or sequence that forms the basis for development
The height at which movements are performed - high, medium, or low
The route or pattern traced through space during movement
When partners perform the same movements as reflections of each other
A series of movements performed in a specific order
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
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