Lesson 5 - Group Choreography Structure
British Values in Creative Dance
•Year 7
•Dance
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How can we use British values of cooperation and excellence to create a powerful group performance that tells our story?
Learning Objectives
- To demonstrate effective collaboration and leadership in group choreography development
- To apply chance choreography techniques with precision and creativity
- To integrate choreographic devices (formation, dynamics, canon, unison, direction, level) into cohesive group work
- To create seamless transitions and performance structure that enhances storytelling
Key Outcomes
- Students will complete a 32-64 count group section using chance choreography
- Students will demonstrate clear use of at least 4 choreographic devices
- Students will create smooth transitions between all performance sections
- Students will perform the complete dance with confidence and precision
Equipment & Resources Required
Position centrally for even sound distribution, test volume levels
Alternative: Portable bluetooth speaker, laptop with external speakers
Cued and ready to play, volume appropriate for activity level
Alternative: Other upbeat James Bond theme music for warm-up
Main performance track, ensure high quality audio for final performances
Alternative: Original John Barry version, orchestral arrangements
Position for clear view of all performers, ensure sufficient storage space
Alternative: Smartphone on tripod, multiple devices for different angles
For mapping performance structure and noting group progress
Alternative: Flipchart paper, tablet for projecting
Key Vocabulary
Smooth movement or change from one section of choreography to another
The final pose or formation that concludes the entire performance piece
The organised sequence and flow of all sections in the complete dance
Tools used to vary and develop movement including canon, unison, levels, direction, dynamics, formation
A still, statue-like position held by dancers to create impact or show relationships
The process of reflecting on your own performance to identify strengths and areas for improvement
Where dancers perform the same movement but at different times, creating a ripple effect
The process of improving and polishing movement to achieve higher quality
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 with motif development and individual travel
- Knowledge of chance choreography principles
- Ability to work in pairs and create duet sections
Current Skills
- Advanced group collaboration and negotiation skills
- Complex use of multiple choreographic devices simultaneously
- Transition creation and performance structure understanding
- Performance quality and artistic expression
Next Steps
- Self-evaluation and target setting for improvement
- Peer feedback and constructive criticism skills
- Performance analysis and choreographic critique
- Independent choreographic projects
Milestone Indicators
Key Teaching Points
- Group collaboration is as important as individual skill - encourage shared leadership and inclusive decision-making
- Choreographic devices should be clear and intentional, not accidental - help students understand the 'why' behind their choices
- Performance quality comes from commitment and confidence, not just technical perfection
- Transitions are crucial for professional-looking performances - they should enhance, not interrupt the flow
- Self-evaluation skills are essential for continued improvement - model positive, constructive reflection
- The James Bond theme should inspire confident, sophisticated movement quality throughout
- Safety in group work includes emotional safety - monitor group dynamics and intervene if needed
Common Misconceptions
- Misconception: 'Chance choreography means random, uncontrolled movement' - Clarify that it's structured randomness with intentional choices
- Misconception: 'All students must do exactly the same movement in unison' - Explain that variety within unity creates visual interest
- Misconception: 'More complex movements are always better' - Emphasise that clear, well-executed simple movements are more effective
- Misconception: 'If one person makes a mistake, the whole performance is ruined' - Teach recovery strategies and ensemble support
- Misconception: 'Dance is only about technique' - Highlight the importance of expression, character, and storytelling
- Misconception: 'Transitions don't matter as much as the main sections' - Demonstrate how transitions can make or break a performance
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear boundaries and signals, offer leadership roles to channel energy
dyspraxia
- Simplify movement patterns, provide additional practice time, use visual and verbal cues, break down complex movements into smaller steps
autism spectrum
- Provide clear structure and routine, offer quiet space if needed, use visual schedule for lesson structure, allow processing time
visual impairment
- Provide clear verbal descriptions of choreographic devices, use tactile guidance for spatial awareness, buddy system for navigation
hearing impairment
- Use visual cues and hand signals, provide written instructions, ensure clear line of sight for lip reading and demonstrations
physical disability
- Adapt movements to seated or supported positions, modify choreographic devices to suit mobility levels, ensure wheelchair accessible performance area
Cross-Curricular Links
English
Storytelling through movement, character development, vocabulary expansion through technical terminology
Art
Visual composition through formation, understanding of aesthetic principles, creative expression
Drama
Character portrayal, performance skills, use of space and levels for dramatic effect
History
Exploring British cultural values, understanding of James Bond as cultural icon, Cold War context
Music
Understanding musical structure, rhythm and timing, interpreting musical themes and atmosphere
PSHE
Collaboration and teamwork, leadership skills, self-evaluation and target setting, respect and inclusion
Teacher Guidance
Positioning
Central position for whole-class instruction, circulate during group work for individual support
Observation Focus
Group collaboration, technical execution of choreographic devices, performance quality and confidence
Intervention Points
Groups struggling with cooperation, unclear understanding of choreographic devices, safety concerns
Demonstration Notes
Use clear, exaggerated movements to show choreographic devices; demonstrate transitions slowly then at performance speed; model positive group collaboration
Verbal Cues
- •'Make those levels really clear - show me high, middle, and low!'
- •'I can see your canon starting - keep that timing precise!'
- •'Beautiful formation change - now make that transition smooth!'
- •'Remember your James Bond character - confident and sophisticated!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 12m x 8m clear space per group, with 2m safety zones between groups
Surface Check
Clean, dry, non-slip surface free from obstacles, appropriate for dynamic dance movement
Equipment Safety
Safety Checks
- •Sound system positioned safely away from movement areas
- •Cables secured to prevent tripping hazards
- •Video equipment positioned securely and not in movement pathways
Risk Management
Key Risks
- •Collisions between group members during dynamic movement
- •Falls during complex movements or level changes
- •Overexertion during intensive practice periods
Risk Mitigation
- •Clear group boundaries established and maintained
- •Progressive build-up of complex movements
- •Regular breaks and hydration reminders
- •Emphasis on safe execution over ambitious movements
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Circulate regularly to monitor group dynamics and safety
- •Watch for signs of fatigue or overexertion
- •Monitor emotional safety within group dynamics
Emergency Procedures
Immediate stop signal established, first aid kit accessible, emergency contact information available