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Lesson 2 - Rock and Roll Movements

Decades of Dance Expression

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Year 7

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Dance

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Big Question

How did the revolutionary spirit of the 1950s transform dance forever and why do these movements still influence us today?

Learning Objectives

To understand and perform characteristic 1950s rock and roll dance movements
To demonstrate effective use of level changes and directional movement in dance
To develop a creative 32-count pairs sequence combining 1940s/50s motifs with previous learning

Key Outcomes

Students will perform authentic 1950s dance movements with confidence
Students will create an original 32-count sequence incorporating levels and directions
Students will provide constructive feedback using dance vocabulary
Students will combine multiple dance eras into a flowing performance

Equipment & Resources Required

Tunnel Systems

Positioned centrally for clear sound coverage, volume tested before lesson

Alternative: Portable speaker with phone/tablet connection

Era Posters

4 sets (one per corner)

Mounted in each corner at eye level, clearly showing 1920s, 1930s, 1940s, 1950s imagery

Alternative: Printed images from internet, historical timeline posters

Music Tracks

1 track

Pre-loaded and tested, backup tracks ready

Alternative: Other 1950s compilation tracks, Elvis Presley hits, Bill Haley

Feedback forms

1 per pair

Available on side table for peer assessment activity

Alternative: Whiteboard and markers for group feedback

Key Vocabulary

Levels

The height at which dance movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Directions

The path or orientation of movement through space - forwards, backwards, sideways, diagonal

Pathways

The route taken when travelling through space - straight lines, curves, zigzag patterns

Mirror image

When partners perform the same movement but as if looking in a mirror - one moves right, the other moves left

Hand jive

A style of dance popular in the 1950s involving rhythmic hand and arm movements often performed whilst seated

Rock and roll

An energetic dance style from the 1950s characterised by kicks, spins, and lively partner work

Motif

A short sequence of movements that can be repeated, developed, or combined with other motifs

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic dance movements and travelling steps
Understanding of rhythm and timing
1920s/30s motif from previous lesson
Basic partner work and cooperation

Current Skills

Rock and roll characteristic movements
Level changes in dance (high, medium, low)
Directional movement and pathways
Mirror work with partners
Constructive peer feedback

Next Steps

1960s dance styles and cultural influences
Complex choreographic devices
Group choreography and formation work
Performance skills and stage presence

Milestone Indicators

Smooth transitions between levels

Clear directional changes visible to audience

Synchronised partner work

Creative interpretation of basic motifs

Key Teaching Points

Rock and roll dance reflected the rebellious spirit of 1950s youth culture
Level changes (high, medium, low) add visual interest and dynamic contrast to choreography
Directional movement creates spatial variety and prevents static performances
Mirror work requires clear communication and cooperation between partners
Constructive feedback helps improve performance and builds supportive learning community
Smooth transitions between dance eras tell the story of cultural evolution
Historical context enhances understanding and authenticity of movement styles

Common Misconceptions

Misconception: 'Rock and roll dance is just wild, uncontrolled movement' - Correction: While energetic, it has specific techniques and rhythmic structure
Misconception: 'Mirror work means doing exactly the same thing' - Correction: Mirror work means opposite movements, like looking in a real mirror
Misconception: 'Levels only mean jumping high or going low' - Correction: Levels include subtle height changes and can be sustained throughout movements
Misconception: 'Feedback should focus on what went wrong' - Correction: Effective feedback includes strengths, specific observations, and constructive suggestions
Misconception: 'Historical dances were simple because they're old' - Correction: Each era had sophisticated movement vocabulary reflecting its cultural complexity

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use high-energy activities as positive outlets, give specific individual roles and responsibilities

dyspraxia

Simplify movement patterns, provide extra practice time, use mirroring and following techniques, focus on rhythm over complex coordination, celebrate effort over accuracy

autism spectrum

Provide clear routine structure, use visual schedule for lesson sections, allow processing time between activities, provide quiet observation option during performances

visual impairment

Use verbal descriptions of movements, provide tactile demonstrations, pair with supportive partner, use bright contrasting displays for era corners

hearing impairment

Provide visual demonstrations, use hand signals for timing, ensure student can see teacher clearly, provide written instructions for complex sequences

physical disability

Adapt movements for seated performance, modify jumping to stepping, focus on upper body movements, provide alternative levels (chair height instead of floor)

Cross-Curricular Links

English

Vocabulary development, giving and receiving feedback, descriptive language for movement, historical narrative through movement

Art

Visual representation of different eras, costume and style changes, creating era-appropriate displays and visual materials

History

Understanding 1950s social changes, post-war youth culture, rebellion against traditional values, emergence of teenagers as distinct social group

Music

Rock and roll musical structure, rhythm and beat, how music reflects social change, listening skills and musical interpretation

PSHE

Cooperation and teamwork, building confidence through performance, giving constructive criticism, celebrating diversity of creative expression

Teacher Guidance

Positioning

Move around room during practice sessions, position at front during demonstrations, corner position for whole class observation

Observation Focus

Watch for technical accuracy, creative development, partner cooperation, safe movement practices, engagement levels

Intervention Points

Step in if unsafe movements observed, provide support for struggling partnerships, give specific technique corrections, encourage reluctant performers

Demonstration Notes

Always demonstrate with full energy and commitment, exaggerate key technique points for clarity, show both correct and incorrect examples, use a confident student as partner for demonstrations

Verbal Cues

•'Sharp and snappy movements!'
•'Feel that 1950s rebel energy!'
•'Show me three clear levels!'
•'Mirror your partner - if they go right, you go left!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for full class movement, additional corner areas for era displays

Surface Check

Non-slip surface essential for jumping and directional changes, check for any wet or damaged areas

Equipment Safety

Safety Checks

•Music system volume at appropriate level to prevent hearing damage
•Era displays securely mounted and not protruding into movement space
•Ensure feedback sheets/pens stored safely away from movement areas

Risk Management

Key Risks

•Collisions during energetic rock and roll movements
•Falls during jumping sequences and level changes
•Overexertion during extended choreographic development
•Partner contact during mirror work

Risk Mitigation

•Clear boundaries established for all movement work
•Adequate spacing between pairs during practice and performance
•Progressive build-up of energy and complexity
•Clear instructions about appropriate partner contact
•Regular checks for fatigue and hydration needs

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during development work
•Monitor energy levels throughout lesson
•Watch for safe landing technique during jumps
•Ensure respectful partner interaction

Emergency Procedures

Stop signal understood by all students, first aid kit accessible, clear route to exit, emergency contact information available