Lesson 5 - Formation Changes and Choreographic Development
Expressing British Values Through Creative Dance and Choreography
•Year 6
•Dance
•Start Planning Better PE Lessons
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How can we use choreographic devices to create powerful performances that tell a story?
Learning Objectives
- To work effectively in groups using collaborative skills
- To apply chance choreography techniques in dance creation
- To demonstrate advanced choreographic devices including canon, unison, formation changes, dynamics, direction and level
Key Outcomes
- Students will create a polished 32-64 count group dance using multiple choreographic devices
- Students will demonstrate effective teamwork and communication in creative collaboration
- Students will perform with confidence and evaluate their own and others' performances
Equipment & Resources Required
Position for clear sound across the hall, test volume levels
Alternative: Bluetooth speaker, laptop with speakers
Pre-load tracks, ensure smooth transitions between songs
Alternative: 'A View to a Kill', 'James Bond Theme 007 Band Collection Cover Version'
Use to define group working spaces and performance area
Alternative: Spots, rope to mark boundaries
Position for wide shot of performance area if filming
Alternative: Tablet, smartphone, camera
Prepare 2 stars and a wish evaluation templates
Alternative: Self-assessment cards, reflection journals
Key Vocabulary
A choreographic device where movements are performed by different dancers at different times, like a round in music
All dancers performing the same movement at exactly the same time
The arrangement or pattern that dancers make on the stage or performance space
The quality of movement - how much energy and force is used (sharp, smooth, explosive, sustained)
Creating dance by using random methods like dice, cards or improvisation rather than planning every movement
A short sequence of movements that forms the basis of a dance and can be developed and repeated
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic choreographic devices (canon, unison)
- Experience working in pairs and small groups
- Knowledge of levels, directions and dynamics in dance
Current Skills
- Advanced application of multiple choreographic devices
- Collaborative choreography using chance methods
- Complex formation changes and transitions
Next Steps
- Creating original choreography for different themes
- Teaching and leading others in dance
- Performance analysis and critique skills
Milestone Indicators
Key Teaching Points
- Choreographic devices work together to create powerful performance effects
- Effective group work requires listening, compromise and creative contribution from all members
- Chance choreography can lead to unexpected and innovative movement ideas
- Performance quality comes from confidence, commitment and attention to detail
- Smooth transitions are essential for professional-looking dance performances
- Self-evaluation helps dancers improve and develop artistic awareness
- British values of democracy and respect are demonstrated through collaborative creative work
Common Misconceptions
- Thinking that chance choreography means random or uncontrolled movement - it's actually structured randomness
- Believing that all choreographic devices must be used simultaneously rather than developed throughout the piece
- Assuming that formation changes are just about moving positions rather than enhancing the dance's meaning
- Thinking that louder and bigger movements are always better rather than considering appropriateness to character
- Believing that perfect synchronisation is more important than performance quality and expression
- Assuming that the most complex choreography is always the best rather than focusing on effective execution
SEN Adaptations
ADHD
- Regular movement breaks, clear task boundaries, immediate feedback, role as group leader to channel energy positively
dyspraxia
- Simplified choreographic sequences, extra practice time, larger group formations with less precise positioning, movement partners for support
autism spectrum
- Clear structure and routine, visual schedules for lesson sections, quiet spaces available, advance warning of performance expectations
visual impairment
- Use verbal descriptions of formations, buddy system for spatial guidance, tactile markers for positions, clear verbal cues for timing
hearing impairment
- Visual demonstrations of all movements, hand signals for timing, vibration cues for rhythm, written instruction cards
physical disability
- Adapted movements using available mobility, seated variations of formations, modified dynamics to suit capability, assistive technology if needed
Cross-Curricular Links
English
Vocabulary development through dance terminology, verbal communication in group work, descriptive language for movement evaluation
Art
Visual composition through formations, aesthetic appreciation, creative expression through movement
History
James Bond as British cultural icon, understanding of British values through character portrayal
Mathematics
Counting beats and phrases (32/64 counts), pattern recognition in formations, spatial awareness and geometry
Music
Understanding of rhythm and phrasing, listening skills for musical interpretation, tempo and dynamics
PSHE
Collaboration and teamwork skills, democratic decision-making in groups, respect for others' ideas and contributions
Teacher Guidance
Positioning
Move between groups during development work, position for full view during performances, be accessible for questions
Observation Focus
Group collaboration skills, use of choreographic devices, performance confidence, safe movement execution
Intervention Points
Step in if groups struggling with collaboration, provide technique support for choreographic devices, ensure safety during transitions
Demonstration Notes
Use clear, exaggerated movements to show choreographic devices, model effective group discussion, demonstrate performance quality differences
Verbal Cues
- •'Think spy-like confidence!'
- •'Show me those levels!'
- •'Smooth transitions!'
- •'Hold that finishing position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, suitable for group formations and individual movement
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music system securely positioned away from movement area
- •Recording device stable and out of traffic flow
- •Cones/markers have rounded edges and are clearly visible
Risk Management
Key Risks
- •Collisions during formation changes
- •Overexertion during extended choreography work
- •Slips during dynamic movements
Risk Mitigation
- •Clear pathways established for all transitions
- •Adequate spacing between working groups
- •Regular reminders about controlled movement
- •Progressive warm-up to prepare body for activity
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during development work
- •Monitor formation changes for safe execution
- •Watch for signs of fatigue during extended activity
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, clear space for emergency access if needed