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Lesson 4 - Chance Choreography Forms

Victorian Dance Motifs & Performance

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Year 7

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Dance

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50 min

Big Question

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

Music Player

Position for clear audio throughout dance space

Alternative: Portable speaker with tablet/phone connection

Matilda Soundtrack

1 track

Cued and ready to play for warm-up activities

Alternative: Any dramatic, period-appropriate instrumental music

Victorian Dream

1 track

Prepared for plenary performance section

Alternative: Victorian-themed music with clear beat structure

Worksheets

1 per group (8 worksheets for 32 students)

Pre-printed with action and device lists, distributed before skill development

Alternative: Laminated sheets or digital version on tablets

Pencils

1 per group (8 pencils)

Sharp and ready for note-taking

Alternative: Pens or dry-wipe markers for laminated sheets

Dice

1 per group (8 dice)

Large enough for all group members to see clearly

Alternative: Online dice roller app, numbered cards 1-6

Sun Markers

1 board, 2-3 markers

Positioned where all students can see action lists clearly

Alternative: Flipchart paper or digital display

Key Vocabulary

Chance choreography

A method of creating dance movements using random selection techniques such as dice, cards, or drawing lots

Canon

A choreographic device where performers execute the same movement sequence but start at different times, creating a ripple effect

Formation

The spatial arrangement or pattern created by dancers' positions relative to each other and the performance space

Unison

All dancers performing the same movement at exactly the same time

Mirror image

Dancers facing each other and performing opposite movements, as if one is looking in a mirror

Choreographic devices

Tools and techniques used by choreographers to develop, vary and structure movement material

Group section

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

Groups can work independently for 10+ minutes without teacher intervention

Clear distinction between canon and unison in performance

Smooth transitions between different formations

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