Lesson 4 - Chance Choreography Forms
Victorian Dance Motifs & Performance
•Year 7
•Dance
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How can we use random methods to create expressive dance that tells the story of Victorian life?
Learning Objectives
- To work collaboratively in groups demonstrating excellent cooperation and communication skills
- To use chance choreography creatively as a compositional tool for dance making
- To demonstrate understanding and application of canon, unison, mirror image, and changes in formation, level and direction
Key Outcomes
- Students will create a 32 or 64 count group dance using chance choreography methods
- Students will demonstrate at least 3 choreographic devices in their group performance
- Students will show improved cooperation skills and creative problem-solving in group work
Equipment & Resources Required
Position for clear audio throughout dance space
Alternative: Portable speaker with tablet/phone connection
Cued and ready to play for warm-up activities
Alternative: Any dramatic, period-appropriate instrumental music
Prepared for plenary performance section
Alternative: Victorian-themed music with clear beat structure
Pre-printed with action and device lists, distributed before skill development
Alternative: Laminated sheets or digital version on tablets
Sharp and ready for note-taking
Alternative: Pens or dry-wipe markers for laminated sheets
Large enough for all group members to see clearly
Alternative: Online dice roller app, numbered cards 1-6
Positioned where all students can see action lists clearly
Alternative: Flipchart paper or digital display
Key Vocabulary
A method of creating dance movements using random selection techniques such as dice, cards, or drawing lots
A choreographic device where performers execute the same movement sequence but start at different times, creating a ripple effect
The spatial arrangement or pattern created by dancers' positions relative to each other and the performance space
All dancers performing the same movement at exactly the same time
Dancers facing each other and performing opposite movements, as if one is looking in a mirror
Tools and techniques used by choreographers to develop, vary and structure movement material
A portion of choreography specifically designed for multiple dancers working together as an ensemble
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of Victorian era themes and characters
- Experience working in pairs for dance composition
- Knowledge of simple choreographic devices like levels and directions
Current Skills
- Chance choreography techniques using dice and worksheets
- Group cooperation and leadership skills
- Canon, unison and mirror image choreographic devices
- Formation changes and spatial awareness
Next Steps
- Developing complex group narratives through dance
- Advanced choreographic devices like retrograde and fragmentation
- Performance skills including projection and stage presence
Milestone Indicators
Key Teaching Points
- Chance choreography removes pressure of 'perfect' choices and encourages creative risk-taking
- Group cooperation is essential - every member must contribute to the creative process
- Victorian themes provide rich source material for character-based movement
- Choreographic devices are tools to make dance more interesting, not rules to restrict creativity
- Quality of movement and group unity is more important than quantity of material
- Random combinations often produce the most innovative and memorable choreography
- Building from individual to pairs to groups creates natural progression in complexity
Common Misconceptions
- Misconception: 'Random means chaotic' - Reality: Chance methods create structured creative starting points
- Misconception: 'Canon and unison are the same' - Reality: Canon has staggered timing, unison is simultaneous
- Misconception: 'Victorian movements must be formal' - Reality: Victorian era included working class and varied social expressions
- Misconception: 'We must use every dice roll result' - Reality: Creative interpretation and adaptation is encouraged
- Misconception: 'Longer sequences are always better' - Reality: Quality and clarity are more important than length
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use high-energy activities positively, clear boundaries and expectations
dyspraxia
- Allow extra processing time for complex choreographic combinations, provide step-by-step breakdowns, focus on achievable movement goals
autism spectrum
- Provide clear structure with visual timetable, allow for sensory breaks if needed, use familiar groupings where possible
visual impairment
- Use verbal descriptions of all choreographic devices, provide tactile guidance for formations, pair with sighted buddy for safety
hearing impairment
- Use visual demonstrations for all instructions, provide written copies of action lists, use hand signals for timing
physical disability
- Adapt movements for wheelchair users or limited mobility, focus on upper body or seated choreography options, modify formation requirements
Cross-Curricular Links
English
Understanding adjectives and adverbs through physical expression, creative interpretation of historical themes
Maths
Counting beats and phrases, understanding probability through dice games, spatial awareness and geometric formations
Drama
Character development and expression, ensemble work and collaboration, performance skills and confidence building
History
Exploring Victorian era characters, social classes, and industrial revolution through movement
Music
Understanding rhythm and phrasing, responding to different musical styles and periods
Teacher Guidance
Positioning
Circulate between groups during development work, position at front for demonstrations and instruction
Observation Focus
Group cooperation, creative interpretation, clear application of choreographic devices, safe movement practices
Intervention Points
Step in when groups struggle with cooperation, when safety becomes a concern, or when creative process stalls
Demonstration Notes
Use clear, exaggerated movements for choreographic devices, involve students in demonstrations when possible, maintain energy and enthusiasm throughout
Verbal Cues
- •'Make your canon really clear - start 2 counts apart!'
- •'I can see your Victorian character in that movement!'
- •'Work together to solve this creative challenge!'
- •'Remember to use your space safely!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 12m x 8m clear dance space for 32 students, with additional seating area for sharing activities
Surface Check
Non-slip surface essential, check for any wet areas or obstacles that could cause falls
Equipment Safety
Safety Checks
- •Dice large enough to prevent choking hazard and with rounded edges
- •Pencils checked for sharp or broken points
- •Music system cables secured to prevent tripping
Risk Management
Key Risks
- •Collisions between groups during movement
- •Slips and falls during dynamic sequences
- •Overexertion during extended choreography work
- •Injuries from attempting advanced movements without preparation
Risk Mitigation
- •Clear boundaries established between group working spaces
- •Progressive skill building from simple to complex movements
- •Regular monitoring of energy levels and rest breaks
- •Emphasis on working within individual capabilities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Circulate frequently during independent work
- •Monitor high-energy activities and cool-down periods closely
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required