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Lesson 5 - Group Choreography Structure

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 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

Tunnel Systems

1 system

Position centrally for even sound distribution, test volume levels

Alternative: Portable bluetooth speaker, laptop with external speakers

Music Tracks

1 track

Cued and ready to play, volume appropriate for activity level

Alternative: Other upbeat James Bond theme music for warm-up

James Bond Theme

1 track

Main performance track, ensure high quality audio for final performances

Alternative: Original John Barry version, orchestral arrangements

Video Device

1 camera/tablet

Position for clear view of all performers, ensure sufficient storage space

Alternative: Smartphone on tripod, multiple devices for different angles

Sun Markers

1 set

For mapping performance structure and noting group progress

Alternative: Flipchart paper, tablet for projecting

Key Vocabulary

Transitions

Smooth movement or change from one section of choreography to another

Finishing position

The final pose or formation that concludes the entire performance piece

Performance structure

The organised sequence and flow of all sections in the complete dance

Choreographic devices

Tools used to vary and develop movement including canon, unison, levels, direction, dynamics, formation

Freeze frame

A still, statue-like position held by dancers to create impact or show relationships

Self-evaluation

The process of reflecting on your own performance to identify strengths and areas for improvement

Canon

Where dancers perform the same movement but at different times, creating a ripple effect

Refinement

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

Groups working harmoniously with shared leadership

Clear, deliberate use of all required choreographic devices

Seamless flow between all sections of the performance

Confident, expressive performance quality

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