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Lesson 3 - Timing and Rhythm in Dance Battles

Cultural Expression to Creative Choreography

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Year 7

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Dance

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Big Question

How can mastering timing and rhythm transform a simple movement into powerful dance communication?

Learning Objectives

Students will understand and demonstrate the concept of timing, beats and bars in dance
Students will create and perform choreographed motifs in groups showing accurate timing
Students will evaluate dance performances focusing on timing and musicality

Key Outcomes

By the end of the lesson, students will have created 3 motifs of 8 counts with freezes
Students will demonstrate improved timing and synchronisation with music
Students will provide constructive peer feedback on dance performances

Equipment & Resources Required

Sound System with Wireless Microphone

1 set

Position centrally for equal sound distribution, test volume levels

Alternative: Portable speaker with phone connection

Assessment Matrix

1 per pair for peer assessment

Pre-printed and distributed before assessment activities

Alternative: Simplified timing checklist on whiteboard

Projector

1 set

Position for clear viewing from all areas of dance space

Alternative: Large TV or tablet for smaller groups

Clips

2-3 short clips (1-2 minutes each)

Pre-loaded and tested, ensure appropriate content

Alternative: Images of freeze positions if video unavailable

Music Tracks

3.5 tracks

Tracks chosen for easy beat identification, appropriate lyrics

Alternative: Metronome app if music system fails

Key Vocabulary

Beat

The steady pulse that runs through music, like a heartbeat

Motif

A short movement sequence that can be repeated and developed

Unison

When all dancers perform the same movement at exactly the same time

Timing

The accuracy of movements in relation to the musical beat

8-count

A phrase of music consisting of 8 beats, standard unit in dance

Freeze

A held position where all movement stops completely

Battle

A competitive dance format where groups perform against each other

Tempo

The speed of the music, measured in beats per minute

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic dance movements from previous lessons
Understanding of personal and general space
Simple coordination and rhythm skills

Current Skills

Recognition of musical beats and bars
Creation of 8-count movement sequences
Group synchronisation and timing
Performance confidence in battle format

Next Steps

Advanced choreographic devices (canon, counterpoint)
Complex rhythmic patterns and syncopation
Leadership in choreography and teaching

Milestone Indicators

Students naturally move to the beat without counting

Groups perform in unison without verbal cues

Students can identify timing errors in others' work

Confident performance in competitive format

Key Teaching Points

Timing accuracy is more important than complex movements
8-count structure provides framework for all dance creation
Group synchronisation requires listening and cooperation
Freeze positions are performance moments requiring strength and focus
Feedback should be specific and focused on timing elements
Battle format encourages improvement through healthy competition
Musical awareness develops through active listening and movement

Common Misconceptions

Students thinking faster movement means better dance - emphasise control and accuracy
Believing complex moves are always better - stress that simple moves done well are more effective
Assuming dance battles are about winning rather than improving - focus on personal and group development
Thinking timing is only about staying with the beat - explain timing includes dynamics and phrasing
Believing freeze positions are rest breaks - teach that freezes require active engagement and strength

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, immediate feedback and encouragement

dyspraxia

Simplified movement patterns, extra practice time, break down complex sequences into smaller parts

autism spectrum

Clear structure with visual timetable, quiet preparation space available, consistent routines

visual impairment

Use tactile cues for beat recognition, verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Visual beat indicators, vibration platforms if available, clear visual demonstrations with counting

physical disability

Seated dance variations, upper body focus, adaptive equipment for participation

Cross-Curricular Links

English

Vocabulary development around dance terminology, giving and receiving constructive feedback

Maths

Counting in 8s, understanding fractions of beats, timing and measurement concepts

Drama

Character development through movement, performance confidence, audience awareness

Music

Understanding beats, bars, tempo, and rhythm structure in different musical styles

PSHE

Teamwork, resilience, managing performance pressure, celebrating others' achievements

Teacher Guidance

Positioning

Move between groups during practice, central position for demonstrations and whole-class instruction

Observation Focus

Watch for timing accuracy, group cooperation, safety in movement, and individual confidence levels

Intervention Points

Step in if groups struggling with timing concepts, safety issues arising, or negative group dynamics

Demonstration Notes

Always demonstrate with music, exaggerate timing elements for clarity, repeat demonstrations as needed, use students as demonstrators when appropriate

Verbal Cues

•'Feel the beat in your whole body!'
•'Together on 5-6-7-8!'
•'Strong freezes - show me your character!'
•'Timing first, flair second!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m dance studio or sports hall with appropriate flooring

Surface Check

Non-slip surface suitable for dynamic movement, free from water or debris

Equipment Safety

Safety Checks

•Sound system secured and cables managed to prevent trips
•Volume levels appropriate to prevent hearing damage
•Projector positioned safely out of movement area

Risk Management

Key Risks

•Collisions during group movement
•Slips and falls during dynamic choreography
•Overexertion during intensive practice periods
•Music volume causing hearing issues

Risk Mitigation

•Clear boundaries established for each group's working space
•Adequate spacing maintained between groups during practice
•Regular hydration breaks during intensive sections
•Volume monitoring and adjustment throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during practice
•Monitor energy levels and signs of fatigue
•Check group dynamics for inclusion and cooperation

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid, clear space for assistance if needed