Lesson 1 - Charleston Dance Styles
Decades of Dance Expression
•Year 7
•Dance
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How did social and cultural changes of the 1920s-30s influence the revolutionary dance styles that broke traditional boundaries?
Learning Objectives
- To understand the historical context and characteristics of 1920s-30s dance styles, particularly the Charleston
- To develop a 48-64 count Charleston motif demonstrating accurate technique and timing
- To perform dance motifs in unison, showing awareness of timing and synchronisation with others
Key Outcomes
- Students will perform a complete Charleston motif with confidence and appropriate technique
- Students will demonstrate understanding of how historical periods influenced dance development
- Students will work collaboratively to achieve precise timing and unison in group performance
Equipment & Resources Required
Position centrally for even sound distribution, test volume before lesson
Alternative: Portable Bluetooth speaker (minimum 20W), tablet with amplified speaker
Place one in each corner and along walls, clearly visible for corner warm-up activity
Alternative: Digital display, printed A4 images, tablet/laptop slideshow
Ensure YouTube access for demonstration videos, have backup plan if technology fails
Alternative: Interactive whiteboard, projector, large tablet, laptop screen
Position where all students can see for mind-mapping activity
Alternative: Flipchart paper, digital whiteboard app, large paper sheets
Have 'Shut Up and Dance' by Walk the Moon ready, plus Jive Bunny Mega Mix for Charleston practice
Alternative: Spotify, Apple Music, CD collection, pre-downloaded MP3 files
Key Vocabulary
A lively dance of the 1920s characterised by side kicks, knee movements and distinctive hand gestures
A short sequence of dance movements that can be repeated and developed
When all dancers perform the same movements at exactly the same time
A distinct period in history with particular characteristics and cultural features
The ability to execute movements precisely in rhythm with the music and other dancers
Placing emphasis on weak beats or off-beats to create rhythmic interest
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial orientation
- Simple rhythm and beat recognition
- Fundamental locomotor movements (walking, marching, skipping)
- Basic understanding of following instructions and working in groups
Current Skills
- Charleston step technique with correct foot and hand positioning
- Maintaining consistent timing and rhythm with music
- Performing complex dance motifs in unison with others
- Understanding historical and cultural context of dance development
Next Steps
- Learning more complex 1940s Lindy Hop and Jive techniques
- Developing partner dance skills and leading/following roles
- Creating original choreography based on historical styles
- Analysing how dance continues to evolve through different decades
Milestone Indicators
Key Teaching Points
- Charleston represents social rebellion and freedom of the 1920s - emphasise historical context throughout
- Maintain characteristic flat palm hand positions and wide elbows for authentic style
- Focus on steady rhythm and timing - students must stay connected to musical beat
- Encourage authentic 1920s attitude and expression, not just technical accuracy
- Build complexity gradually from basic steps to full motif
- Emphasise unison work - dancing together creates powerful group performance
- Connect each dance element to broader historical and cultural context
Common Misconceptions
- Charleston is just about kicking - actually requires precise timing and coordination throughout
- All 1920s dances were the same - explain variety and evolution within the decade
- Dance technique doesn't matter if you're having fun - emphasise that good technique enhances enjoyment and safety
- Historical dance is old-fashioned and boring - show how it was revolutionary and exciting for its time
- Only naturally talented students can perform well - demonstrate that practice and effort lead to improvement for everyone
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use energetic music and movement to channel energy positively, frequent positive reinforcement
dyspraxia
- Allow extra practice time for coordination, break down complex movements into smaller parts, provide physical support for balance during challenging movements, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, visual schedule of lesson sections, quiet space available if needed, consistent terminology and predictable transitions
visual impairment
- Use tactile cues and physical guidance for Charleston steps, provide verbal descriptions of all visual demonstrations, ensure clear audio cues for timing and rhythm
hearing impairment
- Emphasise visual demonstrations and written instructions, use vibration and visual rhythm cues, provide clear sight lines to teacher and peers for visual timing
physical disability
- Adapt Charleston movements for seated performance, modify kick sequences for limited mobility, focus on arm movements and upper body expression
Cross-Curricular Links
English
Vocabulary development with dance terminology, descriptive language for movement and historical context, peer feedback and communication skills
Maths
Counting beats and timing patterns, fractions and rhythmic subdivision, spatial awareness and geometric patterns in movement
Art
1920s fashion and visual styles, Art Deco movement, poster design and advertising from the era
History
Social changes in 1920s Britain, women's suffrage movement, economic prosperity and cultural shifts, impact of World War I on society
Music
Jazz development, syncopation and rhythm patterns, tempo and timing concepts, historical music styles and instruments
Teacher Guidance
Positioning
Move around perimeter during practice to observe all students, central position for demonstrations, corner position during performances for full group view
Observation Focus
Watch for correct Charleston technique, timing with music, safe spacing during movements, student engagement and confidence levels
Intervention Points
Step in if students struggling with timing or technique, address unsafe movements immediately, provide encouragement for hesitant participants
Demonstration Notes
Always demonstrate facing same direction as students when teaching steps, use exaggerated movements for clarity, show common mistakes and corrections, maintain enthusiastic energy throughout
Verbal Cues
- •'Step, tap, step, tap - feel that Charleston rhythm!'
- •'Flat palms, elbows wide - show me that 1920s attitude!'
- •'Listen to the music and move together as one!'
- •'Keep those kicks controlled and safe!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 12m x 8m clear dance area, additional space for audience seating during performances
Surface Check
Clean, dry, non-slip surface suitable for dance movements, free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Music system positioned securely away from dance area
- •Volume levels appropriate for instruction and communication
- •Era display materials secured to walls, no sharp edges
- •Whiteboard markers capped and stored safely
Risk Management
Key Risks
- •Collisions during energetic Charleston movements, particularly kicks
- •Slips and falls during quick direction changes
- •Over-exertion during sustained dance activity
- •Loss of balance during complex coordination movements
Risk Mitigation
- •Clear boundaries established for dance area
- •Adequate spacing between students during all activities
- •Progressive skill building from simple to complex movements
- •Regular safety reminders during high-energy sections
- •Teacher positioned for maximum visibility of all students
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during Charleston practice
- •Monitor high-activity areas during kick sequences
- •Watch for signs of fatigue or over-exertion
- •Ensure immediate access to first aid if required
Emergency Procedures
Stop activity immediately if injury occurs, assess situation calmly, provide appropriate first aid, contact school medical support if needed