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Lesson 1 - Charleston Dance Styles

Decades of Dance Expression

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Year 7

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Dance

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Big Question

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

Music Player

Position centrally for even sound distribution, test volume before lesson

Alternative: Portable Bluetooth speaker (minimum 20W), tablet with amplified speaker

Cards

8-10

Place one in each corner and along walls, clearly visible for corner warm-up activity

Alternative: Digital display, printed A4 images, tablet/laptop slideshow

Dim lighting capability

1 (optional)

Ensure YouTube access for demonstration videos, have backup plan if technology fails

Alternative: Interactive whiteboard, projector, large tablet, laptop screen

Sun Markers

1 set

Position where all students can see for mind-mapping activity

Alternative: Flipchart paper, digital whiteboard app, large paper sheets

Playlist

2-3 different tracks

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

Charleston

A lively dance of the 1920s characterised by side kicks, knee movements and distinctive hand gestures

Motif

A short sequence of dance movements that can be repeated and developed

Unison

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

Era

A distinct period in history with particular characteristics and cultural features

Timing

The ability to execute movements precisely in rhythm with the music and other dancers

Syncopation

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

Consistent execution of Charleston step without losing rhythm

Automatic adjustment of timing to stay in unison with group

Confident performance with appropriate 1920s style and expression

Accurate recall and explanation of historical dance context

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