Lesson 2 - Rock and Roll Era Movement Development
Dance Through the Decades: Historical Expression and Creative Choreography
•Year 6
•Dance
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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
Position for clear sound throughout hall
Alternative: Portable speaker with device connectivity
Prepare tracks in advance, test volume levels
Alternative: Jive Bunny Mega Mix, Elvis Presley, Chuck Berry tracks
Place one in each corner of the dance space
Alternative: Spots, hoops, or designated wall corners
Have 2 stars and a wish template ready
Alternative: Whiteboards, or verbal feedback only
Key Vocabulary
An energetic dance style from the 1950s characterised by kicks, spins and lively movements
A short movement phrase that can be repeated and developed in dance
The height at which movements are performed - high, medium, low
The routes taken through space - straight, curved, zigzag, circular
A style of dance involving rhythmic hand and arm movements, popular in the 1950s
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
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