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Lesson 5 - Group Choreography Skills

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 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

Tunnel Systems

Position centrally for clear sound throughout space

Alternative: Portable bluetooth speaker, laptop with external speakers

Music Tracks

Multiple

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

Video Device

1 (optional)

Position to capture full performance space, ensure storage space available

Alternative: Tablet, smartphone, camera

Sun Markers

3-4

For drawing performance structure diagram and chance choreography examples

Alternative: Flipchart paper and pens

Key Vocabulary

Chance Choreography

A method of creating dance where movements are selected randomly or by chance, such as rolling dice or picking from cards

Canon

When dancers perform the same movement one after another, like a Mexican wave

Formation

The arrangement of dancers in space - lines, circles, triangles, scattered

Dynamics

How energy is used in movement - sharp, smooth, strong, gentle, sudden, sustained

Unison

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

Transitions

The movements that connect one section of dance to another smoothly

Performance Structure

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

Groups can work independently for 10+ minutes without teacher intervention

All group members contribute equally to choreographic decisions

Transitions flow seamlessly without visible preparation

Students can identify and correct their own mistakes during practice

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.