Lesson 5 - Group Choreography Skills
Decades of Dance Expression
•Year 7
•Dance
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How can we use chance choreography and choreographic devices to create a powerful group performance that tells the story of dance through the ages?
Learning Objectives
- To demonstrate effective collaboration in small group choreography
- To apply chance choreography techniques in creating original dance sequences
- To incorporate multiple choreographic devices including formation changes, dynamics, canon, unison, direction and level variations
- To develop smooth transitions between dance sections and create impactful finishing positions
Key Outcomes
- Students will complete a 32-64 count group dance section using chance choreography
- Students will demonstrate seamless transitions between individual, pair and group sections
- Students will perform a complete 'Dance through the Ages' piece with confident finishing positions
- Students will evaluate their own performance using video analysis and set improvement targets
Equipment & Resources Required
Position centrally for clear sound throughout space
Alternative: Portable bluetooth speaker, laptop with external speakers
Cue up 'Run DMC It's Like That' for warm-up, 'Jive Bunny Mega Mix' for performance
Alternative: Any upbeat tracks suitable for warm-up and performance
Position to capture full performance space, ensure storage space available
Alternative: Tablet, smartphone, camera
For drawing performance structure diagram and chance choreography examples
Alternative: Flipchart paper and pens
Key Vocabulary
A method of creating dance where movements are selected randomly or by chance, such as rolling dice or picking from cards
When dancers perform the same movement one after another, like a Mexican wave
The arrangement of dancers in space - lines, circles, triangles, scattered
How energy is used in movement - sharp, smooth, strong, gentle, sudden, sustained
When all dancers perform exactly the same movement at exactly the same time
The movements that connect one section of dance to another smoothly
The order and organisation of different sections in a complete dance piece
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of choreographic devices from previous lessons
- Experience working in pairs for 40s/50s and 60s/70s dance sections
- Knowledge of individual motif and travel sequences
- Basic rhythm and timing skills
Current Skills
- Advanced group collaboration and leadership
- Chance choreography techniques
- Complex transition management
- Performance confidence and stage presence
- Self-evaluation and target setting
Next Steps
- Creating original choreography without chance methods
- Teaching choreography to other groups
- Adapting choreography for different performance spaces
- Incorporating props and costume into performances
Milestone Indicators
Key Teaching Points
- Chance choreography reduces creative pressure and often produces more innovative results than planned choreography
- All choreographic devices should enhance the dance naturally rather than being forced additions
- Smooth transitions are what distinguish professional-quality performances from amateur ones
- Group collaboration in dance requires both leadership and compromise from all members
- Performance commitment and energy are more important than technical perfection
- Video analysis helps students develop critical evaluation skills and set specific improvement targets
- The complete performance tells the story of dance evolution through different historical eras
Common Misconceptions
- Misconception: Chance choreography produces lower quality movement. Correction: Random methods often create more creative and unexpected results than planned choreography
- Misconception: All choreographic devices must be obvious and exaggerated. Correction: Devices work best when they enhance the dance naturally and serve the artistic purpose
- Misconception: Mistakes in performance are disasters. Correction: Professional dancers adapt and continue - commitment matters more than perfection
- Misconception: Group work means everyone does exactly the same thing. Correction: Good group choreography uses individual strengths and creates interesting contrasts
- Misconception: Finishing positions just need to be held still. Correction: Strong finishes communicate meaning and provide satisfying closure to the performance narrative
- Misconception: Video analysis is just about finding mistakes. Correction: 2 stars and a wish method focuses on celebrating successes while identifying growth areas
SEN Adaptations
ADHD
- Break choreography creation into shorter segments, provide frequent positive feedback, offer leadership roles to channel energy positively
dyspraxia
- Simplify choreographic sequences, provide extra practice time for transitions, use clear visual and verbal cues for timing and positioning
autism spectrum
- Provide clear structure for group work with defined roles, use visual schedules for performance order, offer quiet space for breaks if overwhelmed
visual impairment
- Use verbal descriptions of formations and spatial relationships, provide tactile guidance for positioning, ensure clear audio cues for timing and transitions
hearing impairment
- Use visual cues and demonstrations for timing, provide written instructions for complex sequences, use vibrations or visual rhythm indicators
physical disability
- Adapt movements to seated or supported positions, modify formation changes to accommodate mobility aids, focus on upper body or accessible movement options
Cross-Curricular Links
English
Developing vocabulary related to performance and choreography, using descriptive language for movement quality, communication skills in group collaboration
Maths
Counting beats and measures in 32 and 64 count sequences, calculating timing for performance sections, understanding fractions when dividing music into sections
Art
Understanding composition and visual impact in formation design, appreciating aesthetic qualities in movement and spatial relationships
History
Exploring social and cultural contexts of different dance eras from 1940s through 1970s, understanding how dance reflects historical periods and social change
Music
Responding to rhythm, beat and musical structure, understanding how movement can interpret and enhance musical elements
PSHE
Building confidence through performance, developing teamwork and leadership skills, learning to give and receive constructive feedback, managing performance nerves
Teacher Guidance
Positioning
Move continuously between groups during creation time, position centrally for instructions and demonstrations, side of space for optimal viewing during performances
Observation Focus
Watch for equal participation in groups, creative problem-solving with chance choreography, smooth transitions, and supportive collaboration
Intervention Points
Step in if groups are struggling with chance methods, if collaboration breaks down, or if safety issues arise during energetic movement
Demonstration Notes
Demonstrate chance choreography process with examples, show clear contrasts between good and poor transitions, model performance commitment and energy throughout
Verbal Cues
- •'Trust the process - let chance surprise you!'
- •'Remember your freeze frame ideas for finishing positions'
- •'Smooth transitions make the difference between good and great performances'
- •'Commit to every movement like you're performing at the Royal Opera House!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 12m x 8m clear space for group choreography and performance. Additional space for audience seating during presentations.
Surface Check
Smooth, non-slip surface essential for dance movement. Check for any wet patches or obstacles that could cause falls.
Equipment Safety
Safety Checks
- •Music system positioned safely to avoid trip hazards from cables
- •Volume at appropriate level to prevent hearing damage
- •Recording device secured and positioned to avoid interference with performance space
Risk Management
Key Risks
- •Collisions during energetic group choreography
- •Falls during dynamic movements or formation changes
- •Overexertion during intensive practice sessions
- •Emotional stress from performance pressure
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Progressive warm-up to prepare bodies for dance activity
- •Regular breaks during intensive choreography work
- •Supportive environment for performance to reduce anxiety
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups during choreography work
- •Monitor physical exertion levels and provide rest breaks as needed
- •Watch for signs of frustration or conflict within groups
- •Ensure appropriate audience behaviour during performances
Emergency Procedures
Stop activity immediately for any injury. Clear space for assessment. Apply appropriate first aid. Contact medical support if required.