Lesson 4 - Chance Choreography Basics
Decades of Dance Expression
•Year 7
•Dance
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How can we use random elements to create purposeful and engaging dance choreography that tells a story through movement?
Learning Objectives
- To work collaboratively in small groups to create original dance sequences
- To effectively apply chance choreography techniques in dance creation
- To demonstrate understanding of choreographic devices including formation, dynamics, canon, unison, direction and level
Key Outcomes
- Students will create a 32-64 count dance sequence using chance choreography methods
- Students will demonstrate effective use of at least 4 choreographic devices
- Students will perform with confidence and evaluate peer performances constructively
Equipment & Resources Required
Positioned centrally with clear volume for all students
Alternative: Portable speaker with phone/tablet connection
Distributed to group leaders at start of main activity
Alternative: Random number generator app, numbered cards
Available at equipment station for students to collect
Alternative: Mini whiteboards, tablets for digital notes
Positioned where all students can see movement list clearly
Alternative: Flip chart, projected slides
Stacked at side of room for students who want them for floorwork
Alternative: Towels for floor work
Key Vocabulary
A method of creating dance using random elements like dice rolls to determine movements, creating unexpected and creative combinations
The arrangement and positioning of dancers in space, including lines, circles, triangles, and scattered patterns
When dancers perform the same movement but starting at different times, creating a ripple or wave effect
When all dancers perform exactly the same movement at exactly the same time
The quality of movement including sharp, smooth, strong, light, fast, and slow variations
A street dance style that originated in the 1970s, characterized by rhythmic movements, isolations, and cultural expression
Standing dance moves performed before going down to the floor in breakdancing
A fundamental breakdancing floor pattern moving in a circular motion
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and beat
- Experience working in small groups
- Knowledge of simple dance movements
- Understanding of personal and general space
Current Skills
- Application of chance choreography techniques
- Hip hop movement vocabulary
- Choreographic devices (formation, canon, unison, dynamics, direction, level)
- Collaborative dance creation and performance
Next Steps
- Advanced choreographic structures and narrative development
- Complex hip hop techniques and battle styles
- Cross-cultural dance fusion and adaptation
- Independent choreographic projects and peer teaching
Milestone Indicators
Key Teaching Points
- Emphasise that chance choreography can create unexpected beauty and creativity
- Maintain authentic hip hop style and cultural respect throughout
- Focus on group collaboration and inclusive decision-making processes
- Connect movement quality to music rhythm and dynamics
- Celebrate diverse creative solutions to the same chance elements
- Encourage risk-taking and creative problem-solving within safe boundaries
- Build confidence through progressive skill development and positive feedback
Common Misconceptions
- That random/chance means chaotic or without purpose - explain how structure can emerge from random starting points
- That hip hop is only about individual expression - emphasise community and group elements
- That choreographic devices complicate rather than enhance movement - show how they add interest
- That perfect technique is more important than authentic style and energy
- That creativity cannot be taught or developed systematically
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, offer leadership roles for engagement
dyspraxia
- Simplify movement coordination, allow extra practice time, provide step-by-step movement breakdowns
autism spectrum
- Provide clear structure and routine, offer quiet space if needed, use visual schedules for lesson sections
visual impairment
- Use verbal descriptions of all movements, allow tactile exploration of formation shapes, provide audio cues for choreographic devices
hearing impairment
- Use visual demonstrations with clear gestures, provide written instructions, use vibration cues for beat counting
physical disability
- Adapt movements for seated/supported positions, modify hip hop moves for different mobility levels, ensure wheelchair accessibility
Cross-Curricular Links
English
Developing vocabulary for movement description, giving oral feedback, understanding chance as a literary and artistic device
Maths
Counting beats and measures, understanding numerical patterns in chance choreography, calculating probabilities of dice combinations
Art
Understanding composition and visual elements in formation design, exploring improvisation and chance in creative processes
History
Exploring hip hop culture origins in 1970s New York, understanding social and cultural contexts of street dance
PSHE
Building teamwork and communication skills, developing confidence and self-expression, respecting cultural diversity
Teacher Guidance
Positioning
Move constantly between groups during skill development, position at corner during performances for full class visibility
Observation Focus
Watch for creative problem-solving, effective group communication, technique development, and safe movement choices
Intervention Points
Step in if groups struggle with collaboration, if movement becomes unsafe, or if students need additional challenge
Demonstration Notes
Always demonstrate with full energy and authentic hip hop style; break down complex movements slowly before building to full speed
Verbal Cues
- •'Keep that hip hop energy!'
- •'How can you make this more interesting to watch?'
- •'Remember to use your space!'
- •'Great teamwork - you're listening to each other!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear dance space with non-slip surface suitable for dynamic movement
Surface Check
Clean, dry, even surface free from obstacles; check for any spills or debris before lesson
Equipment Safety
Safety Checks
- •Dice are large enough to prevent choking hazard
- •Pencils stored safely to prevent trips
- •Music system cables secured and not crossing walkways
Risk Management
Key Risks
- •Slips and falls during dynamic dance movements
- •Collisions between groups during energetic sequences
- •Overexertion during hip hop movements
- •Inappropriate physical contact during group work
Risk Mitigation
- •Clear boundaries established between group working areas
- •Progressive skill building from standing to floor movements
- •Regular breaks and hydration reminders
- •Clear guidelines for appropriate physical contact in dance
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during rehearsal
- •Monitor high-energy activities for signs of fatigue
- •Circulate during group work to ensure safe movement choices
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, seek additional support if needed