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Lesson 3 - 1960s and 1970s Dance Fusion

Decades of Dance Expression

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Year 7

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Dance

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Big Question

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

Tunnel Systems

Position centrally for even sound distribution, test volume levels before lesson

Alternative: Portable Bluetooth speaker, tablet with external speaker

Era Posters

4 sets (1 per corner)

Mount at eye level in each corner showing 1940s, 1950s, 1960s, 1970s imagery

Alternative: Laminated images, projected slides, tablet displays

Cones

8-12

Mark out safe movement boundaries and corner positions

Alternative: Spots, bean bags, chalk marks

Jive Bunny Mega Mix

Cue up tracks, have backup music ready, check copyright permissions

Alternative: 1960s/70s greatest hits playlist, era-appropriate music compilation

Key Vocabulary

Disco

A genre of dance music and the associated dance style that became popular in the 1970s

Saturday Night Fever

Famous 1970s disco dance style popularised by John Travolta, characterised by dramatic arm gestures

Creative adaptation

Modifying basic movements to add personal style while maintaining the essential characteristics

Sequence

A series of dance movements performed in a specific order

Accumulated sections

Building dance pieces by adding new sections to previously learned material

Expression

Showing emotion and character through facial expressions, body language and movement quality

Levels

Using high, medium and low positions in dance to create visual interest and meaning

Pathways

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

Smooth transitions between different dance eras

Creative use of space, levels and directions

Confident performance with musical interpretation

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

•'Remember the era characteristics!'
•'Show me those level changes!'
•'Feel the music and let it guide your movement!'
•'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

•Music system positioned safely away from movement area
•Era displays securely mounted and not protruding into space
•Electrical cables secured and not creating trip hazards

Risk Management

Key Risks

•Collisions during travelling and group formations
•Falls during level changes and directional movements
•Overexertion during extended dance sequences

Risk Mitigation

•Clear movement boundaries established and maintained
•Adequate spacing between pairs during all activities
•Progressive skill building with appropriate warm-up
•Regular monitoring of students during extended sequences

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working pairs
•Monitor corner areas during warm-up activities
•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