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Lesson 2 - Rock and Roll Era Movement Development

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 capture the energy and style of the 1940s and 50s through dance movement and creative expression?

Learning Objectives

To understand and demonstrate characteristic movements from 1940s/50s dance styles including rock and roll
To creatively develop travelling movements using different levels, directions and pathways
To work collaboratively in pairs to create and refine dance sequences

Key Outcomes

Students will perform a 32-count dance sequence incorporating 1940s/50s style movements
Students will demonstrate creative use of levels, directions and pathways in their choreography
Students will provide constructive feedback using the 2 stars and a wish format

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker with device connectivity

Music Player

Prepare tracks in advance, test volume levels

Alternative: Jive Bunny Mega Mix, Elvis Presley, Chuck Berry tracks

Markers Cones

Place one in each corner of the dance space

Alternative: Spots, hoops, or designated wall corners

Score Sheets

1 per pair

Have 2 stars and a wish template ready

Alternative: Whiteboards, or verbal feedback only

Key Vocabulary

Rock and Roll

An energetic dance style from the 1950s characterised by kicks, spins and lively movements

Motif

A short movement phrase that can be repeated and developed in dance

Levels

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

Pathways

The routes taken through space - straight, curved, zigzag, circular

Hand Jive

A style of dance involving rhythmic hand and arm movements, popular in the 1950s

Mirror Image

When partners perform movements as if looking in a mirror - opposite sides

Skill Progression Pathway

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

Prior Learning

Students can perform basic travelling movements
Students understand concepts of levels (high, medium, low)
Students have experience working with a partner
Students have created simple dance motifs in previous lessons

Current Skills

Understanding characteristics of 1940s/50s dance styles
Creating travelling movements with level changes
Using directional changes creatively
Adapting static movements into dynamic sequences

Next Steps

Combining multiple era sequences into extended performances
Adding more complex rhythmic patterns
Incorporating props or costume elements
Creating group formations and transitions

Milestone Indicators

Students demonstrate understanding of rock and roll movement style

Creative use of space through varied pathways evident

Collaborative work shows mutual support and shared creativity

Feedback demonstrates understanding of movement qualities

Key Teaching Points

Emphasise the historical context and characteristics of 1940s/50s dance style
Focus on creative use of levels (high, medium, low) in travelling movements
Develop understanding of directional changes and pathway variety
Promote effective collaboration and mirror work between partners
Encourage constructive peer feedback using 2 stars and a wish format
Maintain energy and authenticity of rock and roll movement throughout
Connect today's learning to previous lessons to show progression through dance eras

Common Misconceptions

That 1940s/50s dance is just fast movement - emphasise controlled energy and style
That creativity means abandoning the original structure - show how to develop within framework
That levels only mean height - explore travelling at different levels, not just static positions
That mirror work is the same as copying - explain the specific technique of opposite-side mirroring
That feedback should focus on personal preference - teach objective observation of technique and creativity

SEN Adaptations

ADHD

Frequent movement breaks built into lesson structure, clear and repeated instructions, visual focus points, celebration of effort and attention

dyspraxia

Slower introduction of movements, additional practice time, breaking down complex sequences, use of simple language, celebrating small improvements

autism spectrum

Clear structure and routine, advance warning of changes, quiet space available if needed, visual schedule of lesson sections, consistent expectations

visual impairment

Clear verbal descriptions of all movements, use of tactile guidance for spatial awareness, partner support for navigation, verbal counting for timing

hearing impairment

Visual demonstrations of all movements, use of visual cues for timing, vibrant facial expressions and gestures, written instructions available

physical disability

Seated or supported versions of all movements, focus on upper body actions where appropriate, adapted equipment if needed, emphasis on personal best effort

Cross-Curricular Links

English

Vocabulary development related to movement and dance, expressing opinions and giving feedback, descriptive language for movement qualities

Maths

Counting beats and measures, understanding sequences and patterns, spatial awareness and geometric pathways

Science

Understanding how the body moves, coordination and balance, effects of exercise on heart rate and breathing

Art

Creative expression through movement, understanding style and period characteristics, visual interpretation of themes

History

Understanding social and cultural changes through the 1940s-1950s, impact of music and dance on society, post-war cultural developments

Music

Recognising characteristics of rock and roll music, understanding rhythm and beat, listening and responding to different musical styles

Teacher Guidance

Positioning

Position to see all students clearly, move around space during pair work to provide individual support

Observation Focus

Watch for creative problem-solving, appropriate use of spatial elements, positive collaboration, maintenance of era styles

Intervention Points

Step in if partnerships not working effectively, if safety concerns arise, or if students need creative inspiration

Demonstration Notes

Demonstrate with full commitment to era style, exaggerate key teaching points for clarity, use enthusiastic energy to model the attitude expected

Verbal Cues

•'Feel the rock and roll energy!'
•'Remember opposite arm and leg!'
•'Show me three different levels!'
•'Make your pathway interesting to watch!'
•'Mirror your partner exactly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/studio) minimum 15m x 12m, clear of obstacles

Surface Check

Non-slip surface suitable for dance activities, even flooring throughout

Equipment Safety

Safety Checks

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

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during jumping or level changes
•Injury from uncontrolled kicking movements
•Overexertion during energetic sequences

Risk Mitigation

•Clear boundaries established for movement areas
•Adequate spacing between students/pairs maintained
•Progressive building of movement intensity
•Emphasis on controlled movement throughout
•Regular safety reminders during level changes

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor space usage during pair work
•Watch for signs of fatigue or overexertion
•Ensure positive and respectful interactions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, clear space if needed