Lesson 4 - Chance Choreography Values
British Values in Creative Dance
•Year 7
•Dance
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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
Position centrally for even sound distribution across studio
Alternative: Portable bluetooth speaker, phone with speaker dock
Cued ready to start, volume tested and appropriate
Alternative: Any upbeat, recognizable pop song with clear beat
Cued as second track, suitable for performance atmosphere
Alternative: Any dramatic instrumental piece with strong rhythm
Large enough for all group members to see results clearly
Alternative: Number cards 1-6, online random number generator
Distributed before groups start choreography planning
Alternative: Clipboards, tablets, whiteboard markers
Positioned where all students can see British Values vocabulary
Alternative: Flipchart paper, projector display
Key Vocabulary
A method of creating dance where elements are determined by random processes like rolling dice
The arrangement and positioning of dancers in space during performance
A choreographic device where dancers perform the same movement but starting at different times
All dancers performing the same movement at exactly the same time
The quality of movement including speed, force, flow and weight
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
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