Lesson 3 - 1960s and 1970s Dance Fusion
Decades of Dance Expression
ā¢Year 7
ā¢Dance
ā¢Start Planning Better PE Lessons
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How can we use our bodies to express the revolutionary spirit and cultural changes of the 1960s and 1970s through dance?
Learning Objectives
- To understand and perform characteristic dance movements from the 1960s and 1970s era
- To incorporate level changes and directional variations into dance sequences
- To create a 32-count dance section that seamlessly connects to previous 1940s/1950s choreography
Key Outcomes
- Students will demonstrate understanding of 1960s/1970s dance styles through accurate movement execution
- Students will create an extended dance sequence showing clear progression from 1940s through 1970s
- Students will use creative adaptations including levels, directions and pathways effectively
Equipment & Resources Required
Position centrally for even sound distribution, test volume levels before lesson
Alternative: Portable Bluetooth speaker, tablet with external speaker
Mount at eye level in each corner showing 1940s, 1950s, 1960s, 1970s imagery
Alternative: Laminated images, projected slides, tablet displays
Mark out safe movement boundaries and corner positions
Alternative: Spots, bean bags, chalk marks
Cue up tracks, have backup music ready, check copyright permissions
Alternative: 1960s/70s greatest hits playlist, era-appropriate music compilation
Key Vocabulary
A genre of dance music and the associated dance style that became popular in the 1970s
Famous 1970s disco dance style popularised by John Travolta, characterised by dramatic arm gestures
Modifying basic movements to add personal style while maintaining the essential characteristics
A series of dance movements performed in a specific order
Building dance pieces by adding new sections to previously learned material
Showing emotion and character through facial expressions, body language and movement quality
Using high, medium and low positions in dance to create visual interest and meaning
The routes dancers take through space - straight, curved, zigzag or random
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic dance terminology and spatial awareness
- Ability to perform 1940s/1950s dance sequence from previous lessons
- Basic knowledge of how dance reflects cultural periods
Current Skills
- Characteristic 1960s/1970s dance movements including 'swim', 'mashed potato', 'hitch hike'
- Level changes and directional movement in dance
- Sequencing and linking different era dance styles
Next Steps
- 1980s dance styles and techniques
- Advanced choreography and formation work
- Leading dance workshops for younger students
Milestone Indicators
Key Teaching Points
- Emphasise the historical and cultural significance of each dance era to deepen understanding
- Encourage creative interpretation while maintaining recognisable movement characteristics
- Focus on smooth transitions between different eras to create cohesive performances
- Use peer assessment to develop analytical skills and supportive learning community
- Celebrate effort and creativity over technical perfection to build confidence
- Connect dance movements to their cultural context and social significance
- Maintain high energy and enthusiasm throughout to inspire student engagement
Common Misconceptions
- That dance is only about getting steps 'right' - emphasise personal interpretation and creative expression
- That older dance styles are 'uncool' - highlight their influence on modern dance and cultural importance
- That boys can't or shouldn't enjoy dance - create inclusive environment celebrating all participation
- That level changes mean only high and low - demonstrate medium levels and subtle variations
- That mirror work requires identical movements - explain it's about connection and synchronisation
- That feedback must be critical - teach constructive, supportive feedback techniques
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, regular positive feedback and structured partner rotations
dyspraxia
- Simplified movement patterns, extra practice time, visual movement cards and supportive partnership arrangements
autism spectrum
- Clear routine structure, visual timetable of lesson sections, quiet space available and predictable music choices
visual impairment
- Detailed verbal descriptions of movements, partner guidance system, tactile cues for spatial awareness and clear audio cues for timing
hearing impairment
- Strong visual demonstrations, hand signals for timing, vibrating speakers for rhythm and written sequence cards
physical disability
- Seated or modified standing versions of all movements, focus on upper body expression, adapted level changes
Cross-Curricular Links
English
Vocabulary development, descriptive language for movement, evaluation and feedback skills
Art
Visual styles of different decades, fashion changes, poster design and cultural art movements
History
Study of 1960s and 1970s social changes, civil rights movement, counterculture and music evolution
Music
Recognition of musical eras, rhythm and tempo changes, popular music evolution and cultural significance
PSHE
Self-expression, confidence building, respect for cultural diversity and collaborative partnership skills
Teacher Guidance
Positioning
Move around the space to observe all pairs, position for clear demonstration visibility during teaching
Observation Focus
Watch for accurate technique, creative problem-solving, positive partnership dynamics and safe movement
Intervention Points
Step in if students struggling with sequence memory, unsafe movements or negative partnership dynamics
Demonstration Notes
Demonstrate all movements with enthusiasm and era-appropriate style, use students as demonstration partners where appropriate
Verbal Cues
- ā¢'Remember the era characteristics!'
- ā¢'Show me those level changes!'
- ā¢'Feel the music and let it guide your movement!'
- ā¢'Support your partner - you're a team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space clear of obstacles, with additional corners for era displays
Surface Check
Non-slip surface suitable for dance movements, check for any wet areas or debris
Equipment Safety
Safety Checks
- ā¢Music system positioned safely away from movement area
- ā¢Era displays securely mounted and not protruding into space
- ā¢Electrical cables secured and not creating trip hazards
Risk Management
Key Risks
- ā¢Collisions during travelling and group formations
- ā¢Falls during level changes and directional movements
- ā¢Overexertion during extended dance sequences
Risk Mitigation
- ā¢Clear movement boundaries established and maintained
- ā¢Adequate spacing between pairs during all activities
- ā¢Progressive skill building with appropriate warm-up
- ā¢Regular monitoring of students during extended sequences
Supervision & Emergency Procedures
Supervision Points
- ā¢Position for maximum visibility of all working pairs
- ā¢Monitor corner areas during warm-up activities
- ā¢Stay mobile during creative development to support all pairs
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid, contact relevant support if needed