Lesson 5 - Group Performance Development
Victorian Dance Motifs & Performance
•Year 7
•Dance
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How can we use chance and choreographic devices to create a compelling group performance that tells the story of Victorian life?
Learning Objectives
- To work collaboratively in groups demonstrating excellent cooperation skills and provide constructive peer feedback
- To apply chance choreography techniques effectively within structured dance composition
- To demonstrate proficient use of canon and formation changes when creating and performing group choreography
Key Outcomes
- Students will complete a 32-64 count group section using chance choreography principles
- Students will effectively use canon and formation changes to enhance their choreographic work
- Students will provide meaningful peer feedback using structured assessment criteria
- Students will perform a cohesive class dance piece with smooth transitions between sections
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Bluetooth speaker, laptop with speakers
Pre-loaded and tested, volume adjusted for space size
Alternative: Any steampunk or Victorian-themed music with clear 4/4 beat
Distributed to group leaders at start of lesson
Alternative: Laminated cards with choreographic devices listed
Fully charged with adequate storage space
Alternative: Smartphone, school video camera
Connected and tested for video playback if required
Alternative: Large monitor, projector screen
Copies ready for peer assessment activity
Alternative: Digital feedback on tablets
Key Vocabulary
Performers executing the same movement sequence but starting at different times to create a layered effect
The spatial arrangement of dancers on the performance space, creating visual patterns and relationships
Using random or predetermined methods to generate movement sequences, creating unexpected combinations
Connecting movements or sequences that link different sections of a dance composition smoothly
The level of skill, commitment and artistic expression shown when presenting dance to an audience
Constructive assessment and advice given by classmates to help improve performance and understanding
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of Victorian theme and historical context
- Experience with whole class motif and individual travelling sections
- Introduction to chance choreography concepts and techniques
- Basic formation work and simple canon understanding
Current Skills
- Advanced group choreography using chance methods
- Complex canon and formation manipulation
- Peer assessment and feedback skills
- Performance quality and character maintenance
- Transition development and musical timing
Next Steps
- Refinement of complete performance piece
- Advanced choreographic devices and manipulation
- Leadership roles in performance direction
- Evaluation and improvement of artistic choices
Milestone Indicators
Key Teaching Points
- Group cooperation is essential for successful choreography development and should be actively encouraged and recognised
- Chance choreography creates unexpected and interesting movement combinations that students wouldn't normally choose
- Canon and formation changes must be clearly countable and visible to be effective choreographic devices
- Peer feedback should be specific, constructive, and based on clear criteria to be genuinely helpful
- Victorian character must be maintained throughout to give coherence and authenticity to the performance
- Transitions between sections are as important as the sections themselves for creating a polished performance
- Performance quality comes from commitment and character, not just technical accuracy
Common Misconceptions
- That chance choreography means random or messy movement - it should still be structured and countable
- That canon means everyone doing different movements - it's the same movement starting at different times
- That formations only matter for how they look - they also affect the dynamics and relationships in the dance
- That peer feedback should only be positive - constructive suggestions for improvement are equally valuable
- That performance is only about individual skill - cooperation and group dynamics are equally important
- That Victorian dance must be slow and boring - it can be dynamic while maintaining period character
- That completing the choreography is the end goal - performing it with quality and character is equally important
SEN Adaptations
ADHD
- Shorter activity segments with regular movement breaks, clear boundaries and expectations, immediate positive feedback, leadership opportunities
dyspraxia
- Simplified movement sequences, additional practice time, visual and verbal cues combined, step-by-step breakdown of complex movements
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet observation zones available, consistent peer partnerships
visual impairment
- Verbal descriptions of formations and movements, tactile guidance for positioning, buddy system for navigation, audio cues for timing
hearing impairment
- Visual demonstrations of all movements, hand signals for timing, written instructions and feedback forms, vibration awareness for musical beat
physical disability
- Adapted movements for seated or limited mobility, modified formations to include all students, alternative roles such as directing or assessing
Cross-Curricular Links
English
Vocabulary development through dance terminology, giving structured oral feedback, creative expression
Maths
Counting beats and sequences, geometric formations, spatial relationships, timing calculations
Art
Visual composition principles in formation work, creating aesthetic arrangements, performance presentation
History
Understanding Victorian era lifestyle, social conventions, and cultural expression through dance
Music
Understanding rhythm, beat, and musical structure in dance composition and performance
PSHE
Cooperation and teamwork skills, giving and receiving feedback constructively, building confidence through performance
Teacher Guidance
Positioning
Circulate between groups during development, central position for whole class sections, optimal viewing angle for assessment
Observation Focus
Group cooperation quality, use of choreographic devices, musical timing, character maintenance, peer feedback effectiveness
Intervention Points
Step in if groups struggling with creative process, safety concerns arise, or peer feedback becomes unconstructive
Demonstration Notes
Model high-quality movement with full commitment, show clear examples of choreographic devices, demonstrate supportive feedback techniques
Verbal Cues
- •'Remember your Victorian character!'
- •'Count your sequences clearly - 1,2,3,4!'
- •'Use your choreography sheets as guides!'
- •'Make your formations clear and geometric!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, suitable for whole class movement and group work
Surface Check
Non-slip surface free from obstacles, adequate ceiling height for movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Recording device secured when not in use
- •Choreography sheets kept in designated area when not needed
Risk Management
Key Risks
- •Collisions during formation changes and transitions
- •Slips during energetic movement sequences
- •Overcrowding in group work areas
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Controlled transitions between sections with clear instructions
- •Regular spacing checks during whole class activities
- •Appropriate warm-up and cool-down to prevent injury
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during development work
- •Monitor energy levels and enthusiasm to prevent overexertion
- •Observe group dynamics for any exclusion or conflict
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid if needed, clear space for emergency access