Lesson 5 - Group Choreography and Formation Changes
Dance Through the Decades: Historical Expression and Creative Choreography
•Year 6
•Dance
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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
Position for clear sound throughout dance space
Alternative: Portable speaker with phone/tablet connection
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
Charged and ready for final performance recording
Alternative: School camera or multiple phones for different angles
For noting key learning objectives and dance vocabulary
Alternative: Flipchart paper and pens
To define group working spaces and performance areas
Alternative: Spots, hoops, or tape marks on floor
Key Vocabulary
Creating dance movements using random or spontaneous methods rather than predetermined sequences
The spatial arrangement and positioning of dancers in relation to each other
When dancers perform the same movement sequence but starting at different times, creating a ripple effect
All dancers performing exactly the same movement at exactly the same time
The qualities of movement including speed, force, flow and rhythm that give dance expression
The height at which movements are performed - high, middle, or low space
The connecting movements that link different sections of a dance together smoothly
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
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