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Lesson 5 - Chance Choreography and Group Performance

Victorian Life Through Creative Dance and Choreography

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Year 6

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Dance

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Big Question

How can we use chance choreography and collaborative skills to create a powerful Victorian-themed dance performance?

Learning Objectives

To work effectively in groups showing excellent cooperation skills and provide constructive peer feedback
To use chance choreography techniques to create original movement sequences
To demonstrate canon and formation changes when creating and performing group sections

Key Outcomes

Students will create and perform a 32-64 count group dance section using chance choreography
Students will demonstrate clear use of canon and formation changes in their choreography
Students will provide meaningful peer feedback using specific dance criteria

Equipment & Resources Required

Tunnel Systems

1 set

Position for clear sound coverage throughout the hall

Alternative: Portable Bluetooth speaker, tablet with amplification

Victorian-Themed Music

1 playlist

Pre-loaded and tested, with tracks clearly marked for different sections

Alternative: Classical music, period-appropriate tracks, steampunk music

Worksheets

1 per group (8 sheets)

Retrieved from previous lesson, distributed to groups immediately

Alternative: Laminated cards, digital version on tablets

Score Sheets

1 per group (8 sheets)

Include criteria checklist and '2 stars and a wish' format

Alternative: Clipboards with paper, digital feedback forms

Video Device

1 camera/tablet

Positioned for optimal viewing angle of full performance space

Alternative: Phone camera, school video equipment

Whiteboards

1 (optional)

For displaying learning objectives and reviewing recorded performances

Alternative: Projector, large screen monitor

Key Vocabulary

Canon

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

Formation

The spatial arrangement of dancers on the performance space

Chance Choreography

A method of creating dance movements using random selection techniques like dice, cards, or movement sheets

Transition

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

Choreographic Devices

Techniques used to develop and vary movement material in dance

Peer Feedback

Constructive comments given by classmates about dance performances using specific criteria

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Understanding of basic choreographic devices from previous lessons
Experience working in pairs and small groups
Knowledge of Victorian era themes and movements from earlier lessons
Basic understanding of chance choreography principles

Current Skills

Advanced group cooperation and leadership skills
Application of chance choreography in extended sequences
Integration of canon and formation changes
Peer assessment and constructive feedback skills

Next Steps

Performance skills and stage presence
Advanced choreographic composition techniques
Self-evaluation and reflection on artistic choices
Cross-curricular connections with history and music

Milestone Indicators

Groups can maintain synchronisation during canon sections

Clear formation changes that enhance the narrative

Constructive peer feedback using appropriate terminology

Evidence of collaborative decision-making in choreography

Key Teaching Points

Chance choreography creates variety and prevents repetitive movement patterns
Canon requires precise timing and clear communication between group members
Formation changes should be smooth and purposeful, enhancing the dance narrative
Constructive peer feedback uses specific observations and helpful suggestions
Performance quality improves through practice, cooperation, and attention to detail
Victorian themes can be expressed through posture, character, and movement quality
Transitions between dance sections maintain flow and audience engagement

Common Misconceptions

Misconception: Chance choreography means random, uncontrolled movement. Correction: Explain that chance choreography uses random selection to create structured, purposeful sequences
Misconception: Canon means everyone doing the same thing at the same time. Correction: Demonstrate that canon involves the same movement performed at different times to create a ripple effect
Misconception: Peer feedback should only be positive to avoid hurt feelings. Correction: Show that constructive suggestions help dancers improve and should be delivered kindly but specifically
Misconception: Formation changes are just about moving to different positions. Correction: Emphasise that formations should enhance the story and visual impact of the dance
Misconception: The Victorian theme means all movements must be slow and formal. Correction: Explain that Victorian dance can include energy and character while maintaining period-appropriate style

SEN Adaptations

ADHD

Regular movement breaks built in, clear time boundaries for activities, visual focus points, opportunity for leadership roles, frequent positive reinforcement

dyspraxia

Simplified movement patterns, extra practice time, breakdown of complex sequences, visual and verbal cues combined, peer buddy support

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet reflection time, predictable peer feedback format, alternative communication methods

visual impairment

Verbal descriptions of formations and movements, tactile guidance for positioning, audio cues for transitions, partner support for spatial awareness

hearing impairment

Visual demonstration of all movements, written instructions and feedback sheets, vibration cues for music beat, sign language interpretation if available

physical disability

Adapted movements for different mobility levels, seated versions of formations, modified choreographic devices, alternative participation roles

Cross-Curricular Links

English

Vocabulary development through dance terminology, speaking and listening skills during peer feedback

Maths

Counting beats and sequences, understanding patterns and symmetry in formation work

History

Victorian era themes, social customs, and cultural context reflected in dance movements and character

Music

Understanding of beat, rhythm, and musical structure for timing dance sequences and transitions

PSHE

Cooperation, leadership, and emotional intelligence through group work and constructive feedback skills

Teacher Guidance

Positioning

Circulate between groups during development work, position centrally during demonstrations and whole class performances, maintain clear sightlines to all students

Observation Focus

Monitor effective use of choreographic devices, assess quality of group cooperation, observe performance confidence and technical accuracy

Intervention Points

Step in if groups struggle with choreographic concepts, provide support during challenging peer feedback moments, assist with timing and coordination issues

Demonstration Notes

Use volunteer groups to model effective techniques, demonstrate clear choreographic devices before independent work, show positive peer feedback examples

Verbal Cues

•'Remember your formations - make them sharp and clear!'
•'I can see excellent canon timing in this group!'
•'Use your choreography sheet to inspire new ideas!'
•'Feedback should be specific and helpful!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 15m clear space for whole class performance, additional areas for group practice

Surface Check

Clean, dry, non-slip floor surface free from obstacles, proper dance/PE hall flooring preferred

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•All electrical cables secured and away from walkways
•Recording equipment stable and positioned safely

Risk Management

Key Risks

•Collisions during formation changes and group movements
•Overexertion during extended dance sequences
•Emotional upset from peer feedback
•Slips and falls during dynamic movements

Risk Mitigation

•Clear group spacing maintained throughout all activities
•Progressive build-up to full performance intensity
•Structured, positive peer feedback format established
•Proper warm-up and cool-down procedures followed
•Teacher monitoring of group dynamics and individual wellbeing

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during independent work phases
•Monitor peer feedback sessions for appropriate content and tone
•Circulate during group work to provide support and ensure safety
•Maintain overview of whole class during performance sections

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or emotional support, clear area if necessary