Lesson 5 - Finalising and Performing Group Choreography
Storytelling Through Movement: World War 2 Dance Narratives
•Year 6
•Dance
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How can we use choreographic devices and cooperation skills to create a powerful performance that tells the story of World War 2?
Learning Objectives
- To work collaboratively in groups, demonstrating excellent cooperation skills and providing constructive peer feedback
- To use chance choreography sheets effectively to complete our group dance sections
- To demonstrate understanding of canon and formation changes when creating and performing group choreography
Key Outcomes
- Students will complete a 32-64 count group dance section using chance choreography
- Students will demonstrate effective use of canon and formation changes in their choreography
- Students will provide meaningful peer feedback using 2 stars and a wish format
- Students will perform their complete dance sequence with smooth transitions between sections
Equipment & Resources Required
Positioned where all students can hear clearly, volume appropriate for movement
Alternative: Portable speaker with phone/tablet connection
Cued and ready to play, multiple tracks available for variety
Alternative: The Dam Busters theme, wartime era music, period film soundtracks
Distributed to groups from previous week, spare copies available
Alternative: Laminated versions for reuse, digital copies on tablets
Positioned for full stage view, battery charged, storage space available
Alternative: Tablet, phone, school camera
Pre-printed with 2 stars and wish format, clipboards if needed
Alternative: Notebooks, mini whiteboards
Used to mark performance area boundaries and group spaces
Alternative: Spots, bean bags, chalk marks
Key Vocabulary
A choreographic device where dancers perform the same movement phrase but start at different times, creating a ripple effect
The spatial arrangement of dancers on stage - lines, circles, triangles, etc.
A method of creating dance by using random selection (dice, cards, etc.) to determine movements
The movement or method used to connect different sections of a dance
Constructive comments given by classmates to help improve performance
The beat or pulse of music used to structure dance phrases (usually groups of 8)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of dance motifs and movement phrases
- Experience working with partners in dance
- Knowledge of simple choreographic devices like unison and mirroring
- Ability to move in time to music and respond to tempo changes
Current Skills
- Advanced choreographic devices including canon and formation changes
- Sophisticated group cooperation and collaborative creation skills
- Peer assessment and feedback using structured criteria
- Performance skills with thematic expression and characterisation
Next Steps
- Creating original choreography without guided frameworks
- Advanced performance techniques including use of props and costume
- Leadership roles in choreographing for larger groups
- Critical evaluation of professional dance works
Milestone Indicators
Key Teaching Points
- Emphasise the historical context throughout the lesson to give meaning to the dance creation
- Model high-quality peer feedback before students attempt it independently
- Ensure chance choreography sheets are being used actively, not abandoned during creative work
- Celebrate group cooperation and creative problem-solving as much as technical skill
- Use the video recording as both assessment tool and celebration of achievement
- Connect all choreographic devices to their visual impact and effectiveness in telling the story
- Maintain high expectations for respectful audience behaviour during all performance sharing
Common Misconceptions
- Canon means everyone doing different movements (actually same movement at different times)
- Formation changes should happen randomly (they need to be planned and timed with music)
- Peer feedback should focus on personal preference (should focus on learning objectives and criteria)
- The chance choreography sheet is just for the beginning (should guide decisions throughout creation)
- Good dance requires complex, difficult movements (simple movements performed well with good devices are more effective)
- Recording means the dance has to be perfect (recording is for learning and celebration, not perfection)
SEN Adaptations
ADHD
- Frequent movement breaks built into lesson, clear boundaries for group spaces, specific roles within groups to maintain focus
dyspraxia
- Simplified choreography with larger, clearer movements, extra practice time, written or visual cues for sequence memory
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable peer partners
visual impairment
- Clear verbal descriptions of all movements and formations, buddy system for spatial guidance, tactile cues for timing and formation changes
hearing impairment
- Visual demonstrations of all movements, hand signals for timing cues, vibrations through floor for music rhythm
physical disability
- Adapted movements using available mobility, wheelchair accessible formations, alternative roles such as feedback coordinator
Cross-Curricular Links
English
Vocabulary development through dance terminology, descriptive language in feedback, listening and speaking skills during reflection
Maths
Counting beats and timing, pattern recognition in choreographic devices, spatial relationships in formations
History
World War 2 context, understanding historical events through creative interpretation, timeline of wartime events
Music
Tempo and rhythm awareness, structure and phrasing, listening skills and musical interpretation
PSHE
Collaboration and teamwork, giving and receiving feedback constructively, building confidence through performance
Teacher Guidance
Positioning
Circulate actively between groups during development work, position centrally during whole-class activities for maximum visibility
Observation Focus
Monitor cooperation skills, effective use of choreographic devices, safety during movement, and quality of peer feedback
Intervention Points
Step in when groups struggle with choreographic devices, when cooperation breaks down, or when feedback becomes unconstructive
Demonstration Notes
Always demonstrate choreographic devices clearly before students attempt them, model high-quality feedback language, show enthusiasm for creative solutions
Verbal Cues
- •'Remember your chance choreography sheet - what choices did you make?'
- •'Try starting your canon 4 counts apart for clearer effect'
- •'Your formation change will be stronger if you move on specific counts'
- •'Give feedback that helps them improve - be specific about what you saw'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space, minimum 15m x 10m to accommodate 8 groups of 4 students working simultaneously
Surface Check
Clean, non-slip surface free from obstacles, adequate space between groups to prevent collisions
Equipment Safety
Safety Checks
- •Music system volume set appropriately to avoid hearing damage
- •Recording equipment safely positioned where it won't be knocked over
- •Chance choreography sheets checked for any sharp edges or damage
Risk Management
Key Risks
- •Collisions between students during formation changes
- •Falls during complex movements or when using different levels
- •Overexertion during intensive choreography development
- •Emotional stress from performing in front of others
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Adequate warm-up and cool-down to prevent injury
- •Progressive skill building from simple to complex movements
- •Supportive environment for performance sharing
- •Teacher supervision of all physical activity
Supervision & Emergency Procedures
Supervision Points
- •Circulate between groups during choreography development
- •Position for maximum visibility during performances
- •Monitor energy levels and provide breaks if needed
- •Ensure respectful audience behaviour during sharing
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school first aider if needed