Lesson 5 - Chance Choreography and Group Performance
Victorian Life Through Creative Dance and Choreography
•Year 6
•Dance
•Start Planning Better PE Lessons
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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
Position for clear sound coverage throughout the hall
Alternative: Portable Bluetooth speaker, tablet with amplification
Pre-loaded and tested, with tracks clearly marked for different sections
Alternative: Classical music, period-appropriate tracks, steampunk music
Retrieved from previous lesson, distributed to groups immediately
Alternative: Laminated cards, digital version on tablets
Include criteria checklist and '2 stars and a wish' format
Alternative: Clipboards with paper, digital feedback forms
Positioned for optimal viewing angle of full performance space
Alternative: Phone camera, school video equipment
For displaying learning objectives and reviewing recorded performances
Alternative: Projector, large screen monitor
Key Vocabulary
A choreographic device where dancers perform the same movement at different times, creating a ripple effect
The spatial arrangement of dancers on the performance space
A method of creating dance movements using random selection techniques like dice, cards, or movement sheets
The movement or method used to connect different sections of a dance
Techniques used to develop and vary movement material in dance
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
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