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Lesson 5 - Group Choreography and Formation Changes

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 chance choreography and formation changes to create a powerful group performance that tells the story of different historical periods?

Learning Objectives

To work effectively within collaborative groups using clear communication
To apply chance choreography techniques to create innovative movement sequences
To demonstrate proficient use of formation changes, dynamics, canon, unison, direction and level

Key Outcomes

Students will collaborate effectively to complete their 32-64 count group section
Students will successfully integrate formation changes, dynamics, canon, unison, direction and level into their choreography
Students will perform a cohesive dance piece with smooth transitions between sections

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout dance space

Alternative: Portable speaker with phone/tablet connection

Music Tracks

Multiple tracks

Queue: 'Run DMC It's Like That' for warm-up, 'Jive Bunny The Mega Mix' for performance

Alternative: Spotify playlist or downloaded tracks on device

Video Device

1 (tablet/phone)

Charged and ready for final performance recording

Alternative: School camera or multiple phones for different angles

Sun Markers

1 set

For noting key learning objectives and dance vocabulary

Alternative: Flipchart paper and pens

Cones

12-16

To define group working spaces and performance areas

Alternative: Spots, hoops, or tape marks on floor

Key Vocabulary

Chance Choreography

Creating dance movements using random or spontaneous methods rather than predetermined sequences

Formation

The spatial arrangement and positioning of dancers in relation to each other

Canon

When dancers perform the same movement sequence but starting at different times, creating a ripple effect

Unison

All dancers performing exactly the same movement at exactly the same time

Dynamics

The qualities of movement including speed, force, flow and rhythm that give dance expression

Levels

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

Transition

The connecting movements that link different sections of a dance together smoothly

Motif

A short sequence of movements that forms the basis for development and repetition in a dance

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance vocabulary (canon, unison, formation)
Experience working in pairs and creating simple motifs
Knowledge of different levels and directions in movement

Current Skills

Advanced group collaboration and choreographic decision-making
Application of chance choreography techniques
Integration of complex dance elements into cohesive performances

Next Steps

Creating full-length dance performances with narrative structure
Developing personal choreographic style and artistic voice
Teaching and mentoring younger students in dance techniques

Milestone Indicators

Groups complete 32-64 count sections using chance choreography

Smooth execution of formation changes during performance

Clear demonstration of canon, unison, dynamics, direction and level

Successful integration of all dance sections with transitions

Key Teaching Points

Encourage creative risk-taking through chance choreography while maintaining safe movement practices
Emphasise the importance of group communication and collaborative decision-making throughout the creative process
Connect all movement choices to historical narrative and character, maintaining thematic coherence
Focus on smooth transitions between dance sections as key to successful performance impact
Celebrate individual contributions within group achievements, recognising diverse strengths and learning styles
Use specific dance vocabulary consistently to build technical understanding and communication skills
Maintain high performance standards while supporting students at different skill levels through differentiated expectations

Common Misconceptions

Thinking chance choreography means completely random without any structure or artistic choice
Believing that canon sections must all start exactly 4 counts apart (timing can vary for artistic effect)
Assuming formation changes must be functional rather than integral parts of the choreographic design
Expecting all group members to contribute equally in the same ways (different strengths can be valuable)
Thinking that historical dance means copying exact period movements rather than creating inspired interpretations
Believing that mistakes in performance are failures rather than opportunities for authentic moment-to-moment creativity

SEN Adaptations

ADHD

Provide regular movement breaks, clear time boundaries for activities, immediate positive feedback for focus and effort

dyspraxia

Break down complex movements into smaller steps, provide additional practice time, offer visual and verbal cues simultaneously

autism spectrum

Provide clear structure and routine, offer quieter spaces for breaks, use visual schedules for lesson sequence

visual impairment

Use verbal descriptions of movements, provide tactile guidance for formations, ensure good contrast in performance space lighting

hearing impairment

Use visual cues and demonstrations, provide vibrotactile feedback for music, ensure good sight lines for visual instruction

physical disability

Adapt movements for seated or standing positions, modify formation requirements, focus on upper body or achievable movements

Cross-Curricular Links

English

Vocabulary development with dance terminology, communication skills in group work, descriptive language for movement qualities

Maths

Counting beats and sequences, understanding patterns and repetition, spatial awareness and geometric formations

Art

Understanding composition and visual impact, creating aesthetically pleasing formations, appreciating artistic expression through movement

History

Exploring different historical periods through movement and understanding how people lived and moved in different eras

Music

Responding to different musical styles, understanding rhythm and tempo, recognising how music evokes historical periods

PSHE

Teamwork and collaboration, building confidence through performance, celebrating creativity and individual contributions

Teacher Guidance

Positioning

Move continuously between groups during development, central position during performances for maximum visibility

Observation Focus

Group collaboration, technical accuracy of dance elements, creative use of chance choreography techniques

Intervention Points

Step in if groups struggle with time management, safety issues arise, or collaborative difficulties emerge

Demonstration Notes

Use confident, clear movements when showing techniques. Involve students in demonstrations when possible. Emphasise performance quality and historical character throughout.

Verbal Cues

•'Feel the music together!'
•'Make those transitions part of the story!'
•'Let chance surprise you with new ideas!'
•'Every movement tells part of your historical journey!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 15m x 10m for group work and performance, marked group areas

Surface Check

Non-slip dance surface, clear of obstacles, appropriate for dynamic movement and formation changes

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Cones placed to define spaces without creating trip hazards
•Video equipment secure and operated by teacher only

Risk Management

Key Risks

•Collisions during formation changes and transitions
•Overexertion during intensive choreographic development
•Falls during dynamic movements or level changes

Risk Mitigation

•Clear boundaries established for each group working area
•Emphasis on controlled movement during formation changes
•Regular breaks and hydration reminders
•Teacher supervision of complex movements and lifts

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during development work
•Move between groups to monitor physical safety and group dynamics
•Ensure clear sight lines during performance sections

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact medical assistance if required