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Lesson 5 - Finalising and Performing Group Choreography

Storytelling Through Movement: World War 2 Dance Narratives

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Year 6

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Dance

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Big Question

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

Tunnel Systems

Positioned where all students can hear clearly, volume appropriate for movement

Alternative: Portable speaker with phone/tablet connection

World War II Themed Music

1 playlist

Cued and ready to play, multiple tracks available for variety

Alternative: The Dam Busters theme, wartime era music, period film soundtracks

Worksheets

1 per group (8 sheets)

Distributed to groups from previous week, spare copies available

Alternative: Laminated versions for reuse, digital copies on tablets

Video Device

Positioned for full stage view, battery charged, storage space available

Alternative: Tablet, phone, school camera

Score Sheets

1 per student (30 sheets)

Pre-printed with 2 stars and wish format, clipboards if needed

Alternative: Notebooks, mini whiteboards

Cones

8-10

Used to mark performance area boundaries and group spaces

Alternative: Spots, bean bags, chalk marks

Key Vocabulary

Canon

A choreographic device where dancers perform the same movement phrase but start at different times, creating a ripple effect

Formation

The spatial arrangement of dancers on stage - lines, circles, triangles, etc.

Chance Choreography

A method of creating dance by using random selection (dice, cards, etc.) to determine movements

Transition

The movement or method used to connect different sections of a dance

Peer Feedback

Constructive comments given by classmates to help improve performance

Count

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

Students can explain how canon creates visual interest in group work

Groups can transition smoothly between different formations

Students give specific, actionable feedback to peers

Performance shows clear understanding of WW2 historical context

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