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Lesson 5 - Music Video Creation

Cultural Expression to Creative Choreography

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Year 7

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Dance

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Big Question

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

Tablets

1 per group (6-8 total)

Charged and ready with music apps/access to streaming services

Alternative: Smartphones, or paper planning sheets if devices unavailable

Tunnel Systems

1 main system

Connected to teacher device and student devices for music playback

Alternative: Portable Bluetooth speaker, iPad with amplification

Projector

Connected to show music videos and assessment matrix

Alternative: Large TV screen, interactive whiteboard

Assessment Matrix

1 per student (30)

Printed copies or accessible digitally on devices

Alternative: Simplified assessment checklist, digital assessment form

Mats

As available

Create defined spaces for each group to work

Alternative: Marked floor areas, gymnasium floor

Key Vocabulary

Canon

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

Levels

The use of high, medium, and low spatial planes in dance to create visual interest

Motif

A short movement phrase that can be repeated, developed, or varied throughout a dance

Synchronized

Dancers performing movements at exactly the same time with precise coordination

Aesthetic

The artistic quality or visual appeal of a dance performance

Double Time

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

Students naturally incorporate learned techniques without prompting

Groups demonstrate clear artistic vision in their choreography

Peer feedback includes specific technical and aesthetic observations

Routines show evidence of refinement and rehearsal

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

•'Remember your technique focus - travel, turn, jump, freeze, gesture!'
•'I'm looking for creative use of levels and canon!'
•'Great collaboration! Keep building on each other's ideas!'
•'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

•iPads/devices stored safely when not in use
•Audio equipment positioned to avoid trip hazards
•No loose cables across movement areas

Risk Management

Key Risks

•Collisions between groups during energetic movement
•Falls during level changes and floor work
•Overexertion during intensive choreography sessions
•Inappropriate music content

Risk Mitigation

•Clear boundaries established for each group's working space
•Progressive introduction of complex movements including levels
•Regular breaks during intensive creative work
•Teacher pre-approval of all music selections
•Warm-up and cool-down protocols followed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Monitor energy levels and intervene if overexertion observed
•Check group dynamics for exclusion or conflict
•Ensure appropriate use of technology devices

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid support, contact emergency services if required