🎵

Lesson 4 - Victorian Chance Choreography

Victorian Life Through Creative Dance and Choreography

•

Year 6

•

Dance

•

1h 4min

Big Question

How can we use random elements and historical themes to create meaningful dance sequences that tell stories of Victorian life?

Learning Objectives

To work collaboratively in small groups demonstrating excellent cooperation skills
To use chance choreography techniques creatively to develop dance sequences
To incorporate canon, unison, mirror image, and formation changes into group choreography

Key Outcomes

Students will create a 32 or 64 count group dance section using chance choreography
Students will demonstrate effective communication and cooperation within their groups
Students will show understanding of choreographic devices including canon, unison, and mirror image

Equipment & Resources Required

Tunnel Systems

Test volume levels before lesson begins

Alternative: Portable speaker with phone/tablet connection

Music Tracks

3-4 tracks

Queue tracks in playlist for smooth transitions

Alternative: Book of Circus soundtrack, Victorian Dream Steampunk, The Electro Swingers

Dice

1 per group (8 total)

Check all dice before distribution to groups

Alternative: Online dice roller on tablets if physical dice unavailable

Worksheets

1 per group (8 sheets)

Pre-prepare with Victorian action list and device options

Alternative: Laminated sheets with dry-wipe markers for reuse

Pencils

1 per group (8 pencils)

Ensure all pencils are sharp and working

Alternative: Dry-wipe markers for laminated sheets

Sun Markers

1 set

Prepare Victorian actions list in advance

Alternative: Flipchart paper and markers

Key Vocabulary

Chance choreography

A method of creating dance using random elements like dice to determine movements

Canon

When dancers perform the same movement but start at different times

Unison

When all dancers perform exactly the same movement at the same time

Mirror image

When dancers face each other and perform opposite movements like a reflection

Formation

The arrangement or pattern that dancers make in the performance space

Choreographic device

Tools used by choreographers to vary and develop movement material

Skill Progression Pathway

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

Prior Learning

Basic understanding of Victorian era from history lessons
Experience with simple dance movements and formations
Ability to work in pairs for dance activities

Current Skills

Using chance choreography as a creative tool
Working effectively in groups of four
Incorporating historical themes into movement

Next Steps

Developing longer, more complex group choreography
Leading whole-class performances with confidence
Creating original choreography independently

Milestone Indicators

Demonstrates clear cooperation and leadership skills

Shows understanding of chance choreography process

Can explain and demonstrate choreographic devices

Key Teaching Points

Chance choreography reduces creative pressure by providing random starting points
Victorian characterisation should be respectful and historically informed
Choreographic devices are tools to make dances more interesting and varied
Group cooperation requires active listening and willingness to compromise
Counting and timing are essential for successful group dance work
Creative risk-taking should be encouraged and celebrated
Historical context enhances movement quality and understanding

Common Misconceptions

Chance choreography means random, chaotic movement - actually it provides structured creative starting points
Victorian people were always formal and rigid - many worked physically demanding jobs requiring strength and agility
Canon means everyone does the same thing - it specifically means the same action at different times
Group work means everyone must do identical movements - choreographic devices create purposeful variation
Dice results must be followed exactly - they provide inspiration that can be developed and interpreted creatively

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement opportunities, use dice activities to maintain engagement and focus

dyspraxia

Simplify choreographic combinations, provide extra practice time, offer alternative recording methods for chance choreography results

autism spectrum

Provide clear structure for group work, offer visual timetable for lesson stages, create calm spaces for breaks if needed

visual impairment

Use verbal descriptions of Victorian actions, provide tactile cues for formations, ensure clear verbal instructions for dice activities

hearing impairment

Provide visual demonstrations of all actions, use visual cues for timing, ensure group leaders use gestures and visual communication

physical disability

Adapt Victorian characters for wheelchair users, modify choreographic devices for different mobility levels, ensure inclusive group formations

Cross-Curricular Links

English

Adjectives and adverbs vocabulary, descriptive language, character development

Maths

Counting in 8s, 16s, 32s and 64s, probability and chance through dice work, pattern recognition

Art

Victorian costume and fashion, social hierarchy representation through movement

History

Victorian era social classes, industrial revolution, daily life of different Victorian people

Music

Victorian era music styles, rhythm and tempo in dance, musical structure and phrasing

PSHE

Cooperation and teamwork, leadership skills, respecting others' creative ideas, building confidence

Teacher Guidance

Positioning

Central location allowing observation of all groups, move frequently to support and assess

Observation Focus

Group cooperation skills, understanding of chance choreography, application of choreographic devices, historical characterisation

Intervention Points

Step in if groups struggle with cooperation, clarify choreographic devices, support historical accuracy

Demonstration Notes

Demonstrate: Join groups briefly to model effective cooperation, show clear examples of choreographic devices, embody Victorian characters with appropriate historical context

Verbal Cues

•'Make your Victorian character bigger and clearer!'
•'Remember to count together as a group!'
•'Show me your choreographic device more clearly!'
•'Think about how Victorian people would have moved!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 12m x 12m for 8 groups of 4 to work simultaneously

Surface Check

Clean, dry, non-slip surface suitable for dance movement and floor work

Equipment Safety

Safety Checks

•Dice checked for chips or damage that could cause injury
•Worksheets collected promptly to avoid slip hazards
•Music volume at appropriate levels to protect hearing

Risk Management

Key Risks

•Collisions between groups during energetic movement
•Overexertion during creative development phase
•Trips or falls from dice on floor

Risk Mitigation

•Clear boundaries established for each group's working space
•Regular reminders about spatial awareness during movement
•Supervised stretching with emphasis on controlled movements
•Prompt collection of materials after use

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all 8 groups simultaneously
•Circulate regularly to monitor group dynamics and safety
•Check heart rates during energetic creative phases

Emergency Procedures

Clear pathways to exits maintained, first aid kit accessible, emergency stop signal established for immediate attention