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Lesson 4 - Chance Choreography Values

British Values in Creative Dance

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Year 7

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Dance

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Big Question

How can we use chance and collaboration to express our understanding of British Values through movement?

Learning Objectives

To work effectively in collaborative groups of 4-6 students
To create a 32-64 count dance sequence using chance choreography techniques
To demonstrate understanding of formation, dynamics, canon, unison, direction and level in group choreography

Key Outcomes

Students will have created an original group dance incorporating British Values themes
Students will have demonstrated effective teamwork and communication skills
Students will have applied chance choreography methods to generate creative movement sequences

Equipment & Resources Required

Tunnel Systems

1 set

Position centrally for even sound distribution across studio

Alternative: Portable bluetooth speaker, phone with speaker dock

Music Tracks

1 track

Cued ready to start, volume tested and appropriate

Alternative: Any upbeat, recognizable pop song with clear beat

James Bond Theme

1 track

Cued as second track, suitable for performance atmosphere

Alternative: Any dramatic instrumental piece with strong rhythm

Dice

7 dice (1 per group)

Large enough for all group members to see results clearly

Alternative: Number cards 1-6, online random number generator

Pencils

1 set per group

Distributed before groups start choreography planning

Alternative: Clipboards, tablets, whiteboard markers

Sun Markers

1 set

Positioned where all students can see British Values vocabulary

Alternative: Flipchart paper, projector display

Key Vocabulary

Chance Choreography

A method of creating dance where elements are determined by random processes like rolling dice

Formation

The arrangement and positioning of dancers in space during performance

Canon

A choreographic device where dancers perform the same movement but starting at different times

Unison

All dancers performing the same movement at exactly the same time

Dynamics

The quality of movement including speed, force, flow and weight

British Values

Core principles including democracy, rule of law, individual liberty, mutual respect and tolerance

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and timing in dance
Experience working in pairs and small groups
Knowledge of simple dance vocabulary and movements

Current Skills

Collaborative choreography creation using chance methods
Understanding and application of formation, dynamics, canon and unison
Expression of abstract concepts through movement

Next Steps

Development of longer, more complex group choreographies
Introduction of advanced choreographic devices and structures
Performance and evaluation of complete dance works

Milestone Indicators

Students can explain chance choreography methods to others

Groups demonstrate clear formation changes during performance

Movements clearly relate to British Values themes

Key Teaching Points

Chance choreography uses random processes to generate creative starting points, not complete dances
Abstract concepts like British Values can be expressed through movement quality, formation and dynamics
Effective group collaboration requires listening, compromising and building on others' ideas
Technical elements (formation, dynamics, canon, unison, direction, level) enhance choreographic interest
Performance confidence develops through supportive peer feedback and encouragement
Creative interpretation is more valuable than literal representation of concepts
Safe dance practice includes adequate warm-up, spatial awareness and controlled movement

Common Misconceptions

Misconception: 'Chance choreography means the dance is completely random' - Correction: 'The dice gives you starting points, then you develop and connect them creatively'
Misconception: 'British Values movements must be literal gestures' - Correction: 'Think about the feeling or quality of the value and express that through movement style'
Misconception: 'Canon means everyone does different movements' - Correction: 'Canon is the same movement but starting at different times, like a round'
Misconception: 'Our dance has to be perfect to perform' - Correction: 'Performance is about sharing your creative work and learning from feedback'
Misconception: 'Only confident dancers can give good feedback' - Correction: 'Everyone can notice effort, creativity and use of technical elements'

SEN Adaptations

ADHD

Regular movement breaks built into reflective periods, clear boundaries for working areas, fidget tools available during discussions

dyspraxia

Simplified movement patterns, extra practice time, partner support for complex sequences, alternative recording methods for sequences

autism spectrum

Clear routine structure with visual schedule, quiet space available if needed, advance warning of music changes

visual impairment

Clear verbal descriptions of all movements, buddy system for spatial awareness, use of contrasting colours for dice and materials

hearing impairment

Visual demonstrations of all concepts, written instructions available, vibration awareness for music rhythm

physical disability

Seated or adapted movement versions, modified formations to include wheelchairs, alternative ways to participate in choreography

Cross-Curricular Links

English

Vocabulary development, speaking and listening skills during feedback and reflection

Maths

Counting beats and phrases, understanding sequence and pattern in choreography, probability in dice rolling

Art

Creative expression, interpretation of abstract concepts through movement, aesthetic appreciation

Citizenship

Exploring concepts of democracy, rule of law, liberty, respect and tolerance in modern society

History

Understanding British Values in historical context, development of democratic principles over time

Music

Rhythm and timing, responding to different musical styles and moods, musical structure awareness

Teacher Guidance

Positioning

Circulate constantly between groups during choreography development, position centrally for demonstrations and feedback

Observation Focus

Monitor collaborative skills, technical element incorporation, safe movement practices, and understanding of concepts

Intervention Points

Step in if groups struggle with collaboration, safety concerns arise, or students need technical guidance

Demonstration Notes

Demonstrate enthusiasm for creative interpretation, model positive feedback language, show appreciation for effort over perfection

Verbal Cues

•'Think about your spacing and formations'
•'How can you show that British Value through movement?'
•'Remember to include canon and unison in your choreography'
•'Support each other's ideas and build on them'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear dance studio space, mirrors optional

Surface Check

Clean, non-slip dance floor free from water, obstacles or debris

Equipment Safety

Safety Checks

•Music volume appropriate for space and hearing protection
•Dice checked for damage or sharp edges
•Paper and pencils managed safely during movement

Risk Management

Key Risks

•Collisions between group members during choreography
•Slips and falls during dynamic movement
•Overexertion during energetic dance sequences

Risk Mitigation

•Clear boundaries established between group working areas
•Adequate warm-up and cool-down procedures followed
•Progressive skill building from simple to complex movements
•Regular safety reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all working groups simultaneously
•Monitor group dynamics for positive collaboration
•Circulate regularly to assess safety and progress

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, follow school protocols