Lesson 4 - Chance Choreography and Group Formation
Storytelling Through Movement: World War 2 Dance Narratives
•Year 6
•Dance
•Start Planning Better PE Lessons
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How can we use random elements to create meaningful dance that tells the story of World War 2?
Learning Objectives
- To work collaboratively in groups demonstrating effective cooperation skills
- To apply chance choreography techniques creatively to develop dance sequences
- To incorporate choreographic devices including canon, unison, mirror image, and formation changes
Key Outcomes
- Students will create a 32 or 64 count group dance section using chance choreography methods
- Students will demonstrate effective teamwork and communication within their groups
- Students will show understanding of choreographic devices through practical application
Equipment & Resources Required
Test audio levels and have music ready to play
Alternative: Bluetooth speaker, laptop with speakers
Include 'The Dam Busters' and similar dramatic pieces
Alternative: Classical war film themes, period appropriate music
Pre-printed with action and device lists
Alternative: Laminated sheets for reuse
Large, easy to read dice preferred
Alternative: Number cards 1-6, online dice roller
Have spares available
Alternative: Whiteboard markers for laminated sheets
Visible to all students for action lists
Alternative: Large paper sheets
Key Vocabulary
A method of creating dance where random elements like dice determine movement choices
When dancers perform the same movement but start at different times, creating a ripple effect
When all dancers perform exactly the same movement at exactly the same time
When dancers copy each other's movements as if looking in a mirror
The arrangement or pattern that dancers make on the floor
A word that describes a noun (person, place, or thing)
A word that describes how, when, where or why something is done
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of choreographic devices from previous lessons
- Experience working in pairs for dance creation
- Knowledge of World War 2 motifs and individual travel sequences
Current Skills
- Collaborative choreography using chance methods
- Group formation work and spatial awareness
- Integration of multiple choreographic devices
Next Steps
- Performance and refinement of complete group sequences
- Combining all lesson elements into a cohesive War dance
- Evaluation and improvement of group performances
Milestone Indicators
Key Teaching Points
- Chance choreography removes pressure of 'perfect' creativity - any outcome is valid
- Group cooperation is as important as the final dance product
- Choreographic devices transform the same action into different movement qualities
- Creative interpretation matters more than literal representation
- Building sequences systematically helps manage complex group choreography
- Performance sharing shows variety possible from same starting method
- Leadership opportunities develop confidence and responsibility
Common Misconceptions
- Thinking chance choreography removes all choice - students still interpret creatively
- Believing all groups should create similar dances - variety is the goal
- Assuming choreographic devices are decorative - they fundamentally change meaning
- Expecting polished performance immediately - process learning is the focus
- Thinking one person should lead throughout - shared leadership builds cooperation
- Believing mistakes ruin sequences - adaptation and problem-solving are valuable skills
SEN Adaptations
ADHD
- Movement breaks between explanation sections, clear boundaries for group spaces, fidget tools during sitting time
dyspraxia
- Simplified movement patterns, extra practice time, visual cues for formations, partner support
autism spectrum
- Clear structure and routine, visual schedule of lesson stages, quiet reflection time, predictable group work
visual impairment
- Clear verbal descriptions of actions, tactile guidance for formations, buddy system for movement
hearing impairment
- Visual demonstrations, written instructions on worksheets, vibrations to feel music rhythm
physical disability
- Adapted movements for seated or supported positions, modified choreographic devices, role as director/observer
Cross-Curricular Links
English
Understanding adjectives and adverbs through movement, vocabulary development, group discussion and communication skills
Maths
Counting beats, understanding probability in dice rolling, pattern recognition in choreography
History
World War 2 context, understanding historical events through movement interpretation
PSHE
Cooperation skills, leadership development, constructive feedback, managing performance nerves
Teacher Guidance
Positioning
Move between groups during creative work, front position for explanations
Observation Focus
Group cooperation, creative interpretation, use of choreographic devices
Intervention Points
Support groups struggling with cooperation, clarify chance choreography process
Demonstration Notes
Use volunteer groups to model process, show clear examples of devices
Verbal Cues
- •'How could you make that movement even clearer?'
- •'Show me the difference between your unison and canon'
- •'What story is your group telling?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space minimum 10m x 15m, clear of obstacles
Surface Check
Non-slip flooring, free from hazards, adequate ceiling height for jumps
Equipment Safety
Safety Checks
- •Dice should be large and smooth-edged
- •Pencils kept safe during movement
- •Music volume at appropriate level
Risk Management
Key Risks
- •Collisions during formation changes
- •Tripping over equipment or other students
- •Overexertion during creative work
Risk Mitigation
- •Clear boundaries for each group's movement space
- •Controlled transitions between activities
- •Equipment stored safely when not in use
- •Regular checking of group spacing
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups
- •Monitor group dynamics and cooperation
- •Watch for signs of overexertion or frustration
Emergency Procedures
Stop music immediately, clear pathways for assistance, appropriate first aid response