Lesson 5 - Music Video Creation
Cultural Expression to Creative Choreography
â˘Year 7
â˘Dance
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How can we use dance techniques to tell a story and express creativity through our own music video?
Learning Objectives
- To synthesize dance techniques learned over the unit into an original choreographed routine
- To collaborate effectively in creating a group music video performance
- To apply advanced dance concepts including canon, levels, and timing variations
Key Outcomes
- Students will have created and performed a choreographed music video routine
- Students will demonstrate understanding of dance concepts through practical application
- Students will provide constructive feedback using assessment criteria
Equipment & Resources Required
Charged and ready with music apps/access to streaming services
Alternative: Smartphones, or paper planning sheets if devices unavailable
Connected to teacher device and student devices for music playback
Alternative: Portable Bluetooth speaker, iPad with amplification
Connected to show music videos and assessment matrix
Alternative: Large TV screen, interactive whiteboard
Printed copies or accessible digitally on devices
Alternative: Simplified assessment checklist, digital assessment form
Create defined spaces for each group to work
Alternative: Marked floor areas, gymnasium floor
Key Vocabulary
A choreographic device where dancers perform the same movement sequence but start at different times
The use of high, medium, and low spatial planes in dance to create visual interest
A short movement phrase that can be repeated, developed, or varied throughout a dance
Dancers performing movements at exactly the same time with precise coordination
The artistic quality or visual appeal of a dance performance
Performing movements at twice the speed of the underlying beat
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements: travel, turn, jump, freeze, gesture
- Understanding of tempo and timing in dance
- Experience working in unison with partners
- Knowledge of motif development and repetition
Current Skills
- Synthesizing multiple dance techniques into cohesive routines
- Advanced concepts: canon, levels, timing variations
- Collaborative choreography creation
- Performance evaluation and peer assessment
Next Steps
- Developing personal dance style and signature movements
- Creating longer, more complex dance narratives
- Understanding cultural and historical dance contexts
- Advanced partner and group choreography techniques
Milestone Indicators
Key Teaching Points
- Emphasise that creative work is a process - perfection isn't expected in first attempts
- Connect all movement to previously learned dance techniques rather than random choreography
- Use the group roles structure to ensure everyone has meaningful contribution and leadership opportunities
- Focus feedback on specific technical elements rather than general entertainment value
- Celebrate creative risk-taking and innovation even when execution is still developing
- Connect choreography to musical structure to develop both dance and music appreciation
- Model positive collaboration language and constructive feedback techniques throughout
Common Misconceptions
- Misconception: Dance choreography is just making up random movements - Correction: Emphasise purposeful application of specific techniques and connection to musical structure
- Misconception: Canon means everyone does different movements - Correction: Demonstrate that canon uses the same movement sequence starting at different times
- Misconception: Levels just means some people lie down - Correction: Show dynamic use of high, medium, and low spatial planes throughout choreography
- Misconception: Group work means everyone does the same job - Correction: Reinforce that different roles create stronger collaborative outcomes
- Misconception: Feedback should focus on what entertains the audience - Correction: Guide assessment toward technical skills and creative application of dance concepts
SEN Adaptations
ADHD
- Break choreography creation into shorter segments, provide movement breaks between planning sessions, offer leadership roles to channel energy positively
dyspraxia
- Simplify movement sequences initially, provide extra practice time, use verbal cues alongside visual demonstrations, allow alternative ways to show creativity
autism spectrum
- Provide clear structure and routine for creative sessions, offer quiet breakout spaces if overwhelmed, use visual schedules and explicit role definitions
visual impairment
- Use tactile cues and physical guidance for movement learning, provide audio descriptions of visual demonstrations, ensure music has strong rhythmic elements for timing support
hearing impairment
- Emphasise visual demonstrations and written instructions, use vibrating speakers or floor surfaces for rhythm awareness, provide visual timing cues through hand signals
physical disability
- Adapt movements to seated or supported positions, focus on upper body choreography, provide alternative roles in group work such as director or feedback coordinator
Cross-Curricular Links
English
Narrative structure in choreography, vocabulary development through dance terminology, speaking and listening through peer feedback
Art
Aesthetic appreciation, creative composition principles, visual elements like line and form through movement
Drama
Performance skills, character expression through movement, audience awareness and stagecraft
ICT
Digital music selection and management, recording and reviewing performances, research skills for choreographic inspiration
Music
Understanding musical structure (verse, chorus, bridge), rhythm and beat analysis, tempo and timing coordination
PSHE
Collaborative teamwork, leadership skills development, giving and receiving constructive feedback, building creative confidence
Teacher Guidance
Positioning
Central position with clear sightlines to all groups, mobile to provide individual group support while maintaining overall supervision
Observation Focus
Monitor creative collaboration, technical application, safety during movement, and appropriate use of assessment criteria
Intervention Points
Step in if groups struggling with role allocation, creative conflicts arise, unsafe movement attempted, or inappropriate music selected
Demonstration Notes
Be prepared to demonstrate canon and levels concepts if groups struggle, show examples of constructive feedback, model collaborative creative discussion
Verbal Cues
- â˘'Remember your technique focus - travel, turn, jump, freeze, gesture!'
- â˘'I'm looking for creative use of levels and canon!'
- â˘'Great collaboration! Keep building on each other's ideas!'
- â˘'Think about what story your dance is telling!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space, preferably dance studio or large hall
Surface Check
Clean, dry, non-slip surface suitable for dance movement including floor work
Equipment Safety
Safety Checks
- â˘iPads/devices stored safely when not in use
- â˘Audio equipment positioned to avoid trip hazards
- â˘No loose cables across movement areas
Risk Management
Key Risks
- â˘Collisions between groups during energetic movement
- â˘Falls during level changes and floor work
- â˘Overexertion during intensive choreography sessions
- â˘Inappropriate music content
Risk Mitigation
- â˘Clear boundaries established for each group's working space
- â˘Progressive introduction of complex movements including levels
- â˘Regular breaks during intensive creative work
- â˘Teacher pre-approval of all music selections
- â˘Warm-up and cool-down protocols followed
Supervision & Emergency Procedures
Supervision Points
- â˘Position for visibility of all groups simultaneously
- â˘Monitor energy levels and intervene if overexertion observed
- â˘Check group dynamics for exclusion or conflict
- â˘Ensure appropriate use of technology devices
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid support, contact emergency services if required